[artículo]
| Título : |
Ameliorating early reading failure by integrating the teaching of reading and phonological skills : the phonological linkage hypothesis |
| Tipo de documento: |
texto impreso |
| Autores: |
Peter J. Hatcher, Autor ; Charles Hulme, Autor ; Andrew W. Ellis, Autor |
| Fecha de publicación: |
2020 |
| Artículo en la página: |
pp. 595-622 |
| Idioma : |
Inglés (eng) Idioma original : Inglés (eng) |
| Palabras clave: |
Intervención temprana, Fonología, Educación primaria, Lectura, Programas de lectura, Deletreo |
| Resumen: |
We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7-year-old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. |
| Link: |
./index.php?lvl=notice_display&id=25150 |
in Annual progress in child psychiatry and child develoment > Año 1995 [06/11/2020] . - pp. 595-622
[artículo] Ameliorating early reading failure by integrating the teaching of reading and phonological skills : the phonological linkage hypothesis [texto impreso] / Peter J. Hatcher, Autor ; Charles Hulme, Autor ; Andrew W. Ellis, Autor . - 2020 . - pp. 595-622. Idioma : Inglés ( eng) Idioma original : Inglés ( eng) in Annual progress in child psychiatry and child develoment > Año 1995 [06/11/2020] . - pp. 595-622
| Palabras clave: |
Intervención temprana, Fonología, Educación primaria, Lectura, Programas de lectura, Deletreo |
| Resumen: |
We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7-year-old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. |
| Link: |
./index.php?lvl=notice_display&id=25150 |
|
Ameliorating early reading failure by integrating the teaching of reading and phonological skills en Annual progress in child psychiatry and child develoment, Año 1995 ([06/11/2020])
