Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities
Author:
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Education
Link
http://link.springer.com/content/pdf/10.1007/s11881-999-0026-9.pdf
Reference94 articles.
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2. Ball, E. W., and Blachman, B. A. 1991. Does phoneme awareness training in kindergarten make a difference in early word recogniiton and developmental spelling? Reading Research Quarterly 26:49–66.
3. Berninger, V., Abbot, R., Rogan, L., Reed, E., Abbot, S., Brooks, A., Vaughan, K., and Graham, S. 1998. Teaching spelling to children with specific learning disabilities: The mind’s ear and eye beat the computer or pencil. Learning Disabilities Quarterly 21:106–22.
4. Blachman, B., Ball, E., Black, S., and Tangel D. 1994. Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal 6:1–17.
5. Bradley, L., and Bryant, P. 1985. Rhyme and Reason in Reading and Spelling. Ann Arbor: University of Michigan Press.
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