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Peer reviewedPoskiparta, Elisa; Niemi, Pekka; Vauras, Marja – Journal of Learning Disabilities, 1999
Twenty-six Finnish at-risk first-graders received practice in linguistic awareness. When compared to controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition,…
Descriptors: Dyslexia, Early Intervention, Foreign Countries, Grade 1
