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| Anthony, Jason L. | 2 |
| Cantor, Brenlee G. | 2 |
| Driscoll, Kimberly | 2 |
| Lonigan, Christopher J. | 2 |
| Phillips, Beth M. | 2 |
| Burgess, Stephen R. | 1 |
| Goldstein, Howard | 1 |
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| Journal Articles | 2 |
| Reports - Research | 2 |
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Peer reviewedAnthony, Jason L.; Lonigan, Christopher J.; Burgess, Stephen R.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G. – Journal of Experimental Child Psychology, 2002
This study examined relations among sensitivity to words, syllables, rhymes, and phonemes in older and younger preschoolers. Confirmatory factor analyses found that a one-factor model best explained the date from both groups of children. Only variance common to all phonological sensitivity skills was related to print knowledge and rudimentary…
Descriptors: Age Differences, Cross Sectional Studies, Decoding (Reading), Factor Analysis
Peer reviewedLonigan, Christopher J.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G.; Anthony, Jason L.; Goldstein, Howard – Journal of Early Intervention, 2003
A study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to 45 preschool children at-risk for reading problems. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to controls. Expressive vocabulary scores were predictive of pre- to posttest…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Early Intervention, Expressive Language
