Effects of a Composite-to-Component Vocal Phoneme Segmentation Intervention on Remediating Kindergarteners’ Difficulties in Learning to Read
Author:
Publisher
Springer Science and Business Media LLC
Subject
Materials Chemistry
Link
https://link.springer.com/content/pdf/10.1007/s42822-023-00152-3.pdf
Reference103 articles.
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3. Alexander, A. W., Andersen, H. G., Heilman, P. C., Voeller, K. K. S., & Torgesen, J. K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41(1), 193–206. https://doi.org/10.1007/BF02648086
4. Ball, E., & Blachman, B. (1991). Does phoneme awareness training in Kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66. https://doi.org/10.1598/RRQ.26.1.3
5. Bochner, A. M. (2012). An alternative approach to the measurement of phoneme discrimination and segmentation in young children. Australian Journal of Language and Literacy, 35(3), 253–270. https://doi.org/10.1075/ni.22.1.10boc
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1. Establishing Component-to-Composite Textual Responses: A Common Obstacle in Learning to Read;Journal of Behavioral Education;2024-04-10
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