Literaturnachweis - Detailanzeige
| Autor/inn/en | Keesey, Susan; Konrad, Moira; Joseph, Laurice M. |
|---|---|
| Titel | Word Boxes Improve Phonemic Awareness, Letter-Sound Correspondences, and Spelling Skills of At-Risk Kindergartners |
| Quelle | In: Remedial and Special Education, 36 (2015) 3, S.167-180 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| DOI | 10.1177/0741932514543927 |
| Schlagwörter | Phonemic Awareness; Reading Instruction; Emergent Literacy; At Risk Students; Kindergarten; Spelling; Phoneme Grapheme Correspondence; Teaching Methods; Intervention; Phonology; Reading Skills; Word Lists; Student Attitudes; Observation; Instructional Effectiveness; Maintenance; Pretests Posttests; Woodcock Reading Mastery Test |
| Abstract | Early literacy skills are critical for success in school, yet many children fail to obtain these skills in a timely manner leaving them unable to perform at minimal academic expectations. The purpose of this study was to examine the effects of word box instruction, a research-based intervention designed to promote phonemic awareness, on the phonological, reading, and spelling skills of three kindergartners. A multiple probe design across the three skills was sequentially replicated across students to determine the effectiveness of the intervention. Results demonstrated a functional relation between the word box instruction and increases in all three students' segmenting skills and letter-sound correspondences, along with demonstrated improvements in spelling and reading. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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