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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 – 8 of 8 1 Fostering alphabet knowledge development: a comparison of two instructional approaches Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K. In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 6, 607-626 BLLDB OLC Linguistik Show details 2 Developing early literacy skills: a meta-analysis of alphabet learning and instruction Piasta, Shayne B.; Wagner, Richard K. In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 45 (2010) 1, 8-38 BLLDB Show details 3 Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill Preschool Language and Literacy Lab, The Ohio State University, Columbus, OH 43210, USA ( host institution ); Piasta, Shayne B. ( author ); Wagner, Richard K. ( author ). - : Elsevier Inc., 2010 BASE Show details 4 Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill Piasta, Shayne B.; Wagner, Richard K.. - 2010 BASE Show details 5 Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction Piasta, Shayne B.; Wagner, Richard K.. - 2010 BASE Show details 6 Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K.. - 2010 Abstract: Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition. Benefits did not generalize to other emergent literacy skills. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2885812 http://www.ncbi.nlm.nih.gov/pubmed/20563245 https://doi.org/10.1007/s11145-009-9174-x BASE Hide details 7 Dyslexia: : identification and classification Piasta, Shayne B.; Wagner, Richard K. In: Single-word reading (New York, 2007), p. 309-326 MPI für Psycholinguistik Show details 8 Learning to read Wagner, Richard K.; Piasta, Shayne B.; Torgesen, Joseph K. In: Handbook of psycholinguistics (Amsterdam [etc.], 2006), p. 1111-1142 MPI für Psycholinguistik Show details

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