Explicit Teacher-Implemented Phoneme Awareness Instruction: Preschool Effects
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منابع مشابه
Shared Book Reading Promotes Not Only Language Development, But Also Grapheme Awareness in German Kindergarten Children
Effects of shared book reading on expressive vocabulary and grapheme awareness without letter instruction in German kindergarteners (longitudinal; N = 69, 3;0-4;8 years) were investigated. Expressive vocabulary was measured by using a standardized test; grapheme awareness was measured by asking children to identify one grapheme per trial presented amongst non-letter distractors. Two methods of ...
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The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a mu...
متن کاملAssessment and Early Instruction of Preschool Children at Risk for Reading Disability
Preschool children at familial risk for reading disability were assessed on cognitive and linguistic variables and compared with preschoolers without familial risk. Risk children displayed performance profiles resembling those of older children with reading disability. Each group received intensive instruction in phonemic awareness and structured book reading. Instructed risk children made some...
متن کاملOnset and phoneme awareness and its relationship to letter knowledge in German-speaking preschool children.
OBJECTIVES The aim was to explore whether word-initial onset awareness is acquired before phoneme awareness and whether onset complexity influences performance on identification tasks. In addition, the relationship between onset and phoneme awareness and letter knowledge was investigated. METHOD In this study, 22 monolingual German-speaking preschool children aged 5;00-5;11 were tested. Onset...
متن کاملIncidental Phonological Awareness Instruction in Early Childhood Education: The Development of an Observational Tool
Explicit phonological awareness instruction in preschool curricula has been established as playing a fundamental role in improving reading outcomes in children (Carroll, Snowling, Stevenson, & Hulme, 2003). However, to date, there has been a lack of evidential research data that assess the value of incidental phonological awareness instruction as a supplement to regular instruction within these...
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