Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities.

O'Connor, Rollanda E.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ529427

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

EISSN: N/A

Available Date: N/A

Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities.

O'Connor, Rollanda E.; And Others

Exceptional Children, v63 n1 p117-30 Fall 1996

Kindergartners with disabilities (n=31), without disabilities (n=57), and children repeating kindergarten (n=19) were studied to compare the effects of an activity-based phonological instruction. Results indicate that teachers can improve the phonological skills of their students prior to formal reading instruction and that instruction to children with disabilities may need to be more intense. (CR)

Descriptors: Beginning Reading, Disabilities, Early Intervention, Instructional Effectiveness, Kindergarten Children, Learning Strategies, Literacy Education, Phonology, Primary Education, Reading Instruction, Reading Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A