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Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities.

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O'Connor, Rollanda E.; Notari-Syverson, Angela – 1995

A study tested the effects of activity-based phonological instruction (rhyming, blending, segmenting) on the phonological skill development and reading and writing outcomes of kindergarten children, 31 with and 57 without disabilities, and 19 children repeating kindergarten in regular and self-contained classes in a large urban school district.…

Descriptors: Auditory Discrimination, Beginning Reading, Classroom Techniques, Comparative Analysis