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Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach.
Peer reviewed Peer reviewed
Vandervelden, Margaretha C.; Siegel, Linda S. – Learning Disability Quarterly, 1997
Fifteen children (ages 5.1 to 6) received a 12-week intervention on measures of phonological processing skills and reading. At posttest, students performed significantly better than the control group on measures of phonological processing skills and in reading. Results suggest such early intervention may enhance early reading and possibly reduce…
Descriptors: Beginning Reading, Early Intervention, Learning Disabilities, Phonology
Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context.
Peer reviewed Peer reviewed
Puolakanaho, Anne; Poikkeus, Anna-Maija; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki – Journal of Learning Disabilities, 2003
Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore factors that influence children's (n=91) performance. The children were able to master tasks demanding identification, blending, and continuation of phonological units. Analysis supported two major…
Descriptors: Auditory Perception, Beginning Reading, Cognitive Processes, Computer Assisted Testing
Neurological Aspects of Dyslexia: Comment on the Balance Model.
Peer reviewed Peer reviewed
Hynd, George W. – Journal of Learning Disabilities, 1992
This article reviews Bakker's developmental neuropsychological model (the Balance Model) of reading development (EC 602 750), notes the need for validating research before employing these procedures in clinical practice, and raises some conceptual problems such as evidence that learning disability subtypes evolve over time. (Author/DB)
Descriptors: Beginning Reading, Brain Hemisphere Functions, Dyslexia, Elementary Education
An Examination of Phonemic Processing Abilities in Children during Their First-Grade Year.
Peer reviewed Peer reviewed
Hurford, David P.; And Others – Journal of Learning Disabilities, 1993
This study examined the development of reading and phonological processing abilities of 209 first graders assessed at the beginning and end of the school year. The discriminant analysis, based on reading and intelligence data, correctly identified later group membership (students with and without reading disabilities and "garden variety" poor…
Descriptors: Beginning Reading, Early Identification, Evaluation Methods, Grade 1
Comparisons of Beginning Literacy Programs: Alternative Paths to the Same Learning Outcome.
Peer reviewed Peer reviewed
Traweek, Dean; Berninger, Virginia – Learning Disability Quarterly, 1997
This study compared two beginning reading programs, Integrated Reading-Writing (IR-W) and DISTAR in comparable urban schools with students "at risk" for literacy problems. Although the two programs resulted in comparable gains in word recognition and overall reading achievement by the end of first grade, children in IR-W tended to…
Descriptors: Beginning Reading, Comparative Analysis, Early Intervention, Educationally Disadvantaged
Basic Reading Skills. Volume 2. Research Review Series.
Bryant, N. Dale; And Others – 1979
This research review on basic reading skills begins with an historical perspective on reading methods, followed by an overview of reading instruction methods for the general population. Research findings are presented on several instructional methods, including phonetic, linguistic, artificial orthography, basal reading, and language experience…
Descriptors: Basic Skills, Beginning Reading, Elementary Education, Instructional Effectiveness