Teaching Prereading Skills with a Talking Computer: Letter-Sound Knowledge and Print Feedback Facilitate Nonreaders' Phonological Awareness Training.

Barron, Roderick W.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ483149

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0922-4777

EISSN: N/A

Available Date: N/A

Teaching Prereading Skills with a Talking Computer: Letter-Sound Knowledge and Print Feedback Facilitate Nonreaders' Phonological Awareness Training.

Barron, Roderick W.; And Others

Reading and Writing: An Interdisciplinary Journal, v4 n2 p179-204 Jun 1992

Finds that a combination of high letter-sound knowledge and print feedback facilitated awareness of phonemes among nonreaders, but awareness of rhymes was not facilitated by high letter-sound knowledge or print feedback. Suggests that the definition of literacy used with bidirectional, causal models of phonological awareness be expanded. (RS)

Descriptors: Beginning Reading, Computer Assisted Instruction, Definitions, Emergent Literacy, Literacy, Phoneme Grapheme Correspondence, Preschool Education, Reading Research, Reading Skills, Speech Synthesizers, Young Children

Publication Type: Reports - Research; Journal Articles

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