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Ameliorating early reading failure by integrating the teaching of reading and phonological skills / Peter J. Hatcher en Annual progress in child psychiatry and child develoment, Año 1995 ([06/11/2020])
[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