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Direct linkO'Leary, Robin; Ehri, Linnea C. – Reading Research Quarterly, 2020
The authors examined whether exposing young students to spellings as they learn proper names would facilitate memory for the spoken names when tested without the spellings present (i.e., orthographic facilitation), whether emergent readers with letter knowledge would show this effect, and whether phonemic segmentation (PS) training would enhance…
Descriptors: Orthographic Symbols, Memory, Naming, Nouns
Hoogeveen, Frans R.; And Others – Education and Training in Mental Retardation, 1987
Using seven trainable mentally-retarded students, aged 10-19, the study assessed the efficacy of an action mnemonic procedure for teaching letter-sound correspondences. The subjects were successfully trained to emit appropriate action-sounds in the presence of pictures incorporating the target letter, with picture-prompts being gradually faded to…
Descriptors: Elementary Secondary Education, Intervention, Mnemonics, Moderate Mental Retardation
