Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach.

Vandervelden, Margaretha C.; Siegel, Linda S.

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Peer reviewed

ERIC Number: EJ556895

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0731-9487

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Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach.

Vandervelden, Margaretha C.; Siegel, Linda S.

Learning Disability Quarterly, v20 n2 p63-81 Spr 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 the incidence of reading disability. (DB)

Descriptors: Beginning Reading, Early Intervention, Learning Disabilities, Phonology, Prereading Experience, Prevention, Primary Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special Issue: Intervention--Part 1.