Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Articulation (Speech) | 1 |
| Auditory Perception | 1 |
| Beginning Reading | 1 |
| Control Groups | 1 |
| Phonemic Awareness | 1 |
| Preschool Children | 1 |
| Pretests Posttests | 1 |
| Repetition | 1 |
| Short Term Memory | 1 |
| Spelling | 1 |
| Training | 1 |
| More ▼ | |
Author
| Boyer, Nancy | 1 |
| Ehri, Linnea C. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
Location
| New York | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkBoyer, Nancy; Ehri, Linnea C. – Scientific Studies of Reading, 2011
English-speaking preschoolers who knew letters but were nonreaders (M = 4 years 9 months; n = 60) were taught to segment consonant-vowel (CV), VC, and CVC words into phonemes either with letters and pictures of articulatory gestures (the LPA condition) or with letters only (the LO condition). A control group received no treatment. Both trained…
Descriptors: Control Groups, Spelling, Articulation (Speech), Beginning Reading
