Titlebook: Cross-Language Studies of Learning to Read and Spell:; Phonologic and Ortho Che Kan Leong,R. Malatesha Joshi Book 1997 Springer Science+Bus

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What can be Learned about Reading Acquisition in the Finnish Languageteracy instruction in a first grade classroom and two kindergarten classrooms. The subjects were nine first graders (age 7) and 16 and 17 kindergarten children (ages 5–6). In contrast to typical beginning reading instruction which is characterized by synthetic drill instruction, letters and their so

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The Special Case of Case Studies,cross-language perspective; and to highlight the various chapters, which are grouped by languages (English, German, Dutch, Nordic, & Chinese). While metalinguistic awareness plays an important role in reading alphabetic language systems, we suggest that orthographic factors are also important. Phono

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Hedging Your Bets and Minding Your Modals,its development are not well understood. This chapter examines phonological awareness, first by considering how it has been measured, and then, by studying factors related to performance on a frequently used measure of phonological awareness. A review of the literature showed that numerous tasks hav

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Writing an Eff ective Methods Section,s fits with research that has shown that the spelling and reading abilities of children who have a current spoken phonological disorder, as opposed to delay, perform more poorly than controls on standard measures of reading and spelling. Further, phonologically disordered children would appear to ha

GREEN

The Special Case of Case Studies,r of tutoring during the third-grade school year. Tutoring in a university setting included letter-sound training, segmenting and spelling to increase phonological awareness, as well as practice reading both phonetically and narratively controlled text. It was hypothesized that training would provid

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