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Direct linkCarson, Karyn L.; Bayetto, Anne E.; Roberts, Anna F. B. – Communication Disorders Quarterly, 2019
This study investigated the effect of preschool-wide, teacher-implemented, phoneme-focused phonological awareness (PA) and letter-sound knowledge (LSK) instruction, on raising code-based school-entry reading readiness for children with Spoken Language Difficulties (SLD) and Typical Development (TD), when supported by weekly coaching by trainee…
Descriptors: Phonological Awareness, Phonemic Awareness, Phoneme Grapheme Correspondence, Reading Readiness
Peer reviewedLamb, Susannah J.; Gregory, Andrew H. – Educational Psychology: An International Journal of Experimental Educational Psychology, 1993
Reports on a study of the relationship of both phonemic and musical sound discrimination to reading ability among 18 British first graders. Finds that discrimination of musical sounds is related to music performance but that the influential factor is a specific awareness of pitch changes. (CFR)
Descriptors: Code Switching (Language), Foreign Countries, Grade 1, Letters (Alphabet)
Safwat, Yvonne; And Others – Passage, 1986
The adult English literacy program at the Phanat Nikhom Refugee Camp has developed techniques for actively engaging the sometimes reluctant students in the skill development process leading to literacy. A literacy warm-up chart used daily for five minutes develops the prereading skills of sequencing and left-to-right eye coordination; a variety of…
Descriptors: Adult Literacy, Class Activities, Classroom Techniques, Educational Games
