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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 Risk and resilience in beginning reading in New Zealand Cameron, Tracy Ann. - : University of Otago, 2021 BASE Show details 2 L2 letter-sound correspondence: Mapping between English vowel graphemes and phonemes by Japanese EAL learners Nogita, Akitsugu. - 2016 BASE Show details 3 Eine empirische Untersuchung zum Einfluss eines Förderspiels zur Buchstabe-Laut-Zuordnung auf den Schriftspracherwerb von Erst- und Zweitklässlern ... Winkler, Julia Helene. - : Universität Ulm, 2014 BASE Show details 4 Pronouncing Anglicisms: On the difficulty experienced by English-dominant learners of German Shantz, Kailen. - 2012 BASE Show details 5 The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Barkley, Sharon. - : University of Florida ( [Gainesville, Fla.] ), 2010 BASE Show details 6 Interrelationship of Orthography and Phonological Structure in Learning to Read Barnitz, J. G. In: Curriculum and Instruction Faculty Publications (1978) BASE Show details 7 Reading Instruction and Phonetic Control In Materials Development Based Upon Relative Frequency of Phoneme-Grapheme Correspondences Grow, Richard T. In: All Graduate Theses and Dissertations (1969) Abstract: This dissertation suggests a new approach to reading instruction and phonetic control in materials development. The central feature of this approach is its reliance on phoneme-grapheme correspondence data. Specifically, the products of this dissertation were (1) the development of relative frequency tables depicting the various phonemes produced by a given grapheme structure, (2) the development of five different levels of phonetic sophistication, (3) the classification of 974 words as regular or irregular in accordance with each level of sophistication, and (4) the phonetic rewriting of three existing short stories to make them phonetically regular. One of the phonetically rewritten stories was given to an existing group of sixth grade students along with its original form. The students performed with superior reading speed and equal comprehension on the phonetically rewritten story. This difference was significant at the .01 level. Keyword: comprehension; phoneme-grapheme correspondence; phonetic control; Psychology; reading instruction; reading speed URL: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=6712&context=etd https://digitalcommons.usu.edu/etd/5642 BASE Hide details 8 Pronouncing Anglicisms: On the difficulty experienced by English-dominant learners of German Shantz, Kailen. - : University of Alberta BASE Show details

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