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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 2 of 2 1 Effects of supplemental, small-group instruction on at-risk kindergartners' metalinguistic awareness. Reed-Schuster, Teresa Lynn.. - : Northern Illinois University., 2002 BASE Show details 2 The structure and development of phonological awareness : a guide for finding more effective training methods Watts, Jennifer Lynn. - 2002 Abstract: text ; This study was conducted to examine methods for optimizing phonological awareness training using its natural development as a guide. The development and structure of phonological awareness was determined through the analysis of a questionnaire, which showed that phoneme identity ability was necessary but not sufficient for phoneme segmentation ability. This finding suggested that training identity skills first could lead to more efficient training of segmentation skills. The results indicated that identity training did decrease the number of trials spent training segmentation, but the total trials spent in training for identity followed by segmentation was more than segmentation training alone. However, many of the children did not reach criterion before they reached the maximum number of trials. The presence of identity ability generally led to more efficient segmentation training, but there was inadequate evidence to support the position that segmentation instruction was facilitated by training identity first. ; Psychology Keyword: Language awareness in children; Reading--Phonetic method URL: http://hdl.handle.net/2152/11774 BASE Hide details

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