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The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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| 2 |
The dramatic impact of explicit instruction on learning to read in a new writing system ...
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| 3 |
The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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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)
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| 4 |
Integrating Kinesthetic Learning Activities to Phonics Learning
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| 5 |
The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
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In: Australian Journal of Teacher Education (2020)
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| 6 |
An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers ...
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An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers
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| 8 |
Effects of the "Write Sounds" Program on Handwriting and Phonics Skills
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In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2020)
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| 9 |
Knowledge of letter sounds in children from England
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Abstract:
Learning the sounds of letters is important for learning to decode printed words and is a key component of phonics instruction. Some letter sounds are easier for children than others, and studies of these differences can shed light on the factors that influence children’s learning. The present study examined knowledge of the sounds of lowercase letters among children in England, where a government-mandated curriculum specifies the order in which letter sounds should be taught and where letters’ sounds are taught before the names. The participants were 355 children from Nursery (mean age 4 years, 4 months), Reception (mean age 5 years, 4 months), and Year 1 (6 years, 4 months) classes. When order of teaching was statistically controlled, children did better than expected on the initial letter of their first name and worse on visually confusable letters. Unlike the North American children in previous studies, they did not perform better on letters that had their sounds at the beginning of their names than on other types of letters. The sonority and the age of acquisition of the letter’s sound were also not influential. Implications for letter teaching, particularly for children at risk of literacy problems, are discussed.
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Keyword:
letter knowledge; letter sounds; lowercase letters; own-name advantage; phonics
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URL: https://doi.org/10.1017/S0142716419000274
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| 10 |
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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| 11 |
The importance of early phonics improvements for predicting later reading comprehension
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| 12 |
A multi-sensory tutoring program for students at-risk of reading difficulties: Evidence from a randomized field experiment
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| 13 |
«ПРОЕКТ КИТА»: ИНТУИЦИЯ ИЛИ ПРОЕКТИРОВАНИЕ? ... : “PROJECT OF THE WHALE”: INTUITION OR DESIGN? ...
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Кадимов, Р.Г.. - : Международный научно-исследовательский журнал, 2018
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| 14 |
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
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In: Certificate of Advanced Studies (CAS) in Literacy (2018)
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| 15 |
Reading Impairments In Children With Neurofibromatosis Type 1: Profiling and Treatment
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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
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| 16 |
How Well Prepared are Australian Preservice Teachers to Teach Early Reading Skills?
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In: Australian Journal of Teacher Education (2017)
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| 17 |
The Impacts of Explicit Systematic Phonics Instruction on the Areas of Decoding and Fluency for Students with a Specific Learning Disability in Reading
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In: Capstone Research Projects (2017)
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| 18 |
Letter Name (Alphabet) and Letter Sound (A Field Study at KinderStation Preschool (TK Cahaya Bangsa Utama) Yogyakarta)
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In: PAROLE: Journal of Linguistics and Education; Volume 6 Number 1 April 2016; 8-17 ; 23380683 ; 2087-345X (2017)
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| 19 |
Using discrete trial training with progressive time delay prompting to teach children with autism spectrum disorder to tact phonemes
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In: Theses: Doctorates and Masters (2016)
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| 20 |
Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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