Improving the Generalization of Sound-Symbol Knowledge: Teaching Spelling to Kindergarten Children with Disabilities.

O'Connor, Rollanda E.; Jenkins, Joseph R.

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Peer reviewed

ERIC Number: EJ513466

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4669

EISSN: N/A

Available Date: N/A

Improving the Generalization of Sound-Symbol Knowledge: Teaching Spelling to Kindergarten Children with Disabilities.

O'Connor, Rollanda E.; Jenkins, Joseph R.

Journal of Special Education, v29 n3 p255-75 Fall 1995

This study tested whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction, with five matched pairs of kindergarten children with developmental delays. Spelling and word reading performance significantly improved for the experimental group. (Author/SW)

Descriptors: Beginning Reading, Decoding (Reading), Developmental Delays, Generalization, Kindergarten, Language Impairments, Phonics, Primary Education, Reading Improvement, Reading Instruction, Spelling Instruction, Transfer of Training

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74232

IES Cited: ED504264

Author Affiliations: N/A