Literaturnachweis - Detailanzeige
| Autor/inn/en | O'Connor, Rollanda E.; Notari-Syverson, Angela; Vadasy, Patricia |
|---|---|
| Titel | First-Grade Effects of Teacher-Led Phonological Activities in Kindergarten for Children with Mild Disabilities: A Follow-Up Study. |
| Quelle | In: Learning Disabilities Research and Practice, 13 (1998) 1, S.43-52Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| Schlagwörter | Beginning Reading; Classroom Techniques; Decoding (Reading); Followup Studies; Grade 1; Instructional Effectiveness; Kindergarten; Learning Disabilities; Mild Disabilities; Outcomes of Education; Phonics; Phonology; Primary Education; Teaching Methods |
| Abstract | A follow-up at the end of first grade examined effects of teaching five kindergarten teachers in general and special education classes to stimulate phonological manipulation skills such as blending and segmenting. For children with learning disabilities and mild mental retardation (but not for nondisabled children) the treatment continued to show significant effects on reading and writing tests. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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