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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 – 16 of 16 1 The Role of Akshara Knowledge and Phonological Processing Skills in Reading Development among Sri Lankan Children Marasinghe Arachchillage, Deepani KW. - : University of Alberta. Department of Educational Psychology., 2018 BASE Show details 2 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 3 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 4 Literacy and Linguistic Development in Bilingual Deaf Children: Implications of the “and” for Phonological Processing McQuarrie, Lynn. In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 159 (2014) 4, 372-384 OLC Linguistik Show details 5 Bilingual deaf students' phonological awareness in ASL and reading skills in English McQuarrie, Lynn; Abbott, Marilyn In: Sign language studies. - Washington, DC : Gallaudet Univ. Press 14 (2013) 1, 80-100 BLLDB OLC Linguistik Show details 6 Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011 BASE Show details 7 Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011 BASE Show details 8 An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD) Patterson, Stephanie Yoshiko. - : University of Alberta. Department of Educational Psychology., 2010 BASE Show details 9 An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD) Patterson, Stephanie Yoshiko. - : University of Alberta. Department of Educational Psychology., 2010 BASE Show details 10 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis Mcquarrie, Lynn; Parrila, Rauno In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 14 (2009) 2, 137-154 OLC Linguistik Show details 11 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis McQuarrie, Lynn; Parrila, Rauno. - : Oxford University Press, 2009 BASE Show details 12 A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009 Abstract: Degree: Doctor of Philosophy ; Abstract: This study evaluated an intervention that integrated explicit instruction of word recognition strategies within a home tutoring program. A randomized controlled trial paradigm was used to study the efficacy of the parent-tutoring program Paired Reading (PR; Topping, 2001) and an experimental modification of PR on the reading achievement of children in Grades 2 to 4. Fifty-seven families were recruited to participate in this study. Participants were randomly assigned to one of three groups: (1) the PR parent tutoring program that taught parents to read with their child, providing corrective feedback to their child in the form of supplying the misread word, when needed (PR); (2) a modified parent tutoring intervention which used the PR program, but included training in the word identification strategies of the Phonological and Strategy Training Program (PHAST; Lovett, Lacerenza, & Borden, 2000) to be used during the PR activity when assistance with reading was needed (PR-PHAST); and (3) a wait-list control group that continued with their regular family reading activities. Children’s reading abilities were assessed twice: prior to intervention and immediately after the 16-week intervention. Questionnaires were used to assess parental involvement with home literacy activities and to evaluate parental perception of the home tutoring program. Intervention fidelity was monitored via audio taped samples of reading sessions and follow-up telephone calls. The results suggest that superior reading gains can be achieved at home with a modification of the PR technique that incorporates teaching the word identification strategies of the PHAST Program. Keyword: Parent tutoring; Reading achievement URL: https://doi.org/10.7939/R3Q12G https://era.library.ualberta.ca/items/2941ab77-bab7-480c-9ce3-e2340d068db3 http://hdl.handle.net/10048/561 BASE Hide details 13 A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009 BASE Show details 14 Phonology and Deaf Readers : New Insights On An Old Debate McQuarrie, Lynn [Verfasser]. - Saarbrücken : VDM Verlag Dr. Müller, 2008 DNB Subject Category Language Show details 15 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis McQuarrie, Lynn; Parrila, Rauno. - : Oxford University Press, 2008 BASE Show details 16 Deaf children's awareness of phonological structure: syllable, rhyme and phoneme ... McQuarrie, Lynn Maureen. - : University of Alberta Library, 2005 BASE Show details

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