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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 Page: 1 2 3 Hits 1 – 20 of 45 1 The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language Langille, James; Green, Zoila. - : Canadian Society for the Study of Education, 2021. : Érudit, 2021 BASE Show details 2 The dramatic impact of explicit instruction on learning to read in a new writing system ... Lally, Clare. - : Open Science Framework, 2021 BASE Show details 3 The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language Langille, James; Green, Zoila In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021) BASE Show details 4 Integrating Kinesthetic Learning Activities to Phonics Learning Arnold, Jaclyn. - 2021 BASE Show details 5 The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties Winn, Tiffany; Miller, Julia; van Steenbrugge, Willem In: Australian Journal of Teacher Education (2020) BASE Show details 6 An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers ... Ahmed, H; Wilson, A; Mead, Natasha. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 7 An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers Ahmed, H; Wilson, A; Mead, Natasha. - : Frontiers Media SA, 2020. : Frontiers in Education, 2020 BASE Show details 8 Effects of the "Write Sounds" Program on Handwriting and Phonics Skills Bazis, Pam In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2020) Abstract: Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness; Brooks et al., 2011; Graham & Hebert, 2010, 2011; Sanders et al., 2018). Therefore, students struggling with reading often have writing problems, including handwriting (Kandel et al., 2017; Sanders, Berninger, & Abbott, 2018). It is often difficult to determine the source of writing difficulties as they could come from uncertainty in how to form the graphemes, poor spelling skills, or organizational deficits (Berninger et al., 2008). This study aimed to determine the usability, feasibility, and promise of an integrated handwriting intervention on 33 students struggling with handwriting and word-level reading or spelling difficulties in second- and third-grade. Researchers randomly assigned participants to receive the Write Sounds integrated handwriting intervention or a BAU control condition. Due to safety concerns surrounding the COVID-19 worldwide pandemic, all the participating schools closed, and the university suspended all in-person research. Therefore, the study ended abruptly, and the participants were unable to complete the intervention or posttest assessments as designed. The researchers used the Write Sounds Mastery Check 1 as a proxy for the posttests. At posttest, students who received the Write Sounds intervention (n = 17) significantly outperformed the control group (n = 16) on researcher-created measures of handwriting quality and overall legibility. The data presented should be interpreted cautiously as the small sample size and adverse effects of the COVID-19 pandemic on the original study methodology may have impacted the results. Keyword: Curriculum and Instruction; dyslexia; Elementary Education; handwriting; intervention; phonics; Special Education and Teaching; spelling URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1375&context=cehsdiss https://digitalcommons.unl.edu/cehsdiss/368 BASE Hide details 9 Knowledge of letter sounds in children from England Treiman, R; Stothard, SE; Snowling, M. - 2019 BASE Show details 10 Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers Perry, Susan S. In: Dissertations (2019) BASE Show details 11 The importance of early phonics improvements for predicting later reading comprehension Double, K; McGrane, JA; Stiff, JC. - 2019 BASE Show details 12 A multi-sensory tutoring program for students at-risk of reading difficulties: Evidence from a randomized field experiment Bøg, Martin; Dietrichson, Jens; Aldenius, Anna. - : Uppsala: Institute for Evaluation of Labour Market and Education Policy (IFAU), 2019 BASE Show details 13 «ПРОЕКТ КИТА»: ИНТУИЦИЯ ИЛИ ПРОЕКТИРОВАНИЕ? ... : “PROJECT OF THE WHALE”: INTUITION OR DESIGN? ... Кадимов, Р.Г.. - : Международный научно-исследовательский журнал, 2018 BASE Show details 14 ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction Marsh, Chelsey In: Certificate of Advanced Studies (CAS) in Literacy (2018) BASE Show details 15 Reading Impairments In Children With Neurofibromatosis Type 1: Profiling and Treatment Arnold, Shelley Susannah. - : The University of Sydney, 2018. : Discipline of Child and Adolescent Health, 2018. : Faculty of Medicine and Health, Children's Hospital Westmead Clinical School, 2018 BASE Show details 16 How Well Prepared are Australian Preservice Teachers to Teach Early Reading Skills? Meeks, Linda J; Kemp, Coral R In: Australian Journal of Teacher Education (2017) BASE Show details 17 The Impacts of Explicit Systematic Phonics Instruction on the Areas of Decoding and Fluency for Students with a Specific Learning Disability in Reading Hingston, Marina In: Capstone Research Projects (2017) BASE Show details 18 Letter Name (Alphabet) and Letter Sound (A Field Study at KinderStation Preschool (TK Cahaya Bangsa Utama) Yogyakarta) Sari, Yohana Ika Harnita In: PAROLE: Journal of Linguistics and Education; Volume 6 Number 1 April 2016; 8-17 ; 23380683 ; 2087-345X (2017) BASE Show details 19 Using discrete trial training with progressive time delay prompting to teach children with autism spectrum disorder to tact phonemes Haines, Katia Marie In: Theses: Doctorates and Masters (2016) BASE Show details 20 Phonics, Phonemic Awareness, and Phonological Awareness—Oh My! Sharp, L. Kathryn In: ETSU Faculty Works (2016) BASE Show details Page: 1 2 3

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