Raising school-entry reading readiness through preschool-wide phonological awareness and phonics instruction

Karyn Carson; Anne Bayetto

Raising school-entry reading readiness through preschool-wide phonological awareness and phonics instruction

Karyn Carson, Anne Bayetto

Research output: Contribution to conference › Abstract › peer-review

Abstract

This presentation will report the results of a study that investigated the effect of preschool-wide, teacher-implemented, phonological awareness (PA) instruction, focused at the phoneme-level, juxtaposed with letter-sound knowledge (LSK), on raising code-based reading readiness among 4-year-old children with Developmental Language Disorder (DLD) and typical development (TD).

Original language	English
Number of pages	2
Publication status	Published - 2017
Event	Literacy and Learning Research Symposium 2017 - College of Education, Health and Human Development University of Canterbury, Christchurch, New Zealand Duration: 26 Oct 2017 → 27 Oct 2017

Conference

Conference	Literacy and Learning Research Symposium 2017
Country/Territory	New Zealand
City	Christchurch
Period	26/10/17 → 27/10/17
Other	National Science Challenge –A Better Start: E Tipu e Rea

Keywords

phonological awareness
preschool literacy
phonics development
phonemes/phonetics/phonology

Cite this

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title = "Raising school-entry reading readiness through preschool-wide phonological awareness and phonics instruction",

abstract = "This presentation will report the results of a study that investigated the effect of preschool-wide, teacher-implemented, phonological awareness (PA) instruction, focused at the phoneme-level, juxtaposed with letter-sound knowledge (LSK), on raising code-based reading readiness among 4-year-old children with Developmental Language Disorder (DLD) and typical development (TD).",

keywords = "phonological awareness, preschool literacy, phonics development, phonemes/phonetics/phonology",

author = "Karyn Carson and Anne Bayetto",

year = "2017",

language = "English",

note = "Literacy and Learning Research Symposium 2017 ; Conference date: 26-10-2017 Through 27-10-2017",

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TY - CONF

T1 - Raising school-entry reading readiness through preschool-wide phonological awareness and phonics instruction

AU - Carson, Karyn

AU - Bayetto, Anne

PY - 2017

Y1 - 2017

N2 - This presentation will report the results of a study that investigated the effect of preschool-wide, teacher-implemented, phonological awareness (PA) instruction, focused at the phoneme-level, juxtaposed with letter-sound knowledge (LSK), on raising code-based reading readiness among 4-year-old children with Developmental Language Disorder (DLD) and typical development (TD).

AB - This presentation will report the results of a study that investigated the effect of preschool-wide, teacher-implemented, phonological awareness (PA) instruction, focused at the phoneme-level, juxtaposed with letter-sound knowledge (LSK), on raising code-based reading readiness among 4-year-old children with Developmental Language Disorder (DLD) and typical development (TD).

KW - phonological awareness

KW - preschool literacy

KW - phonics development

KW - phonemes/phonetics/phonology

M3 - Abstract

T2 - Literacy and Learning Research Symposium 2017

Y2 - 26 October 2017 through 27 October 2017

ER -

Raising school-entry reading readiness through preschool-wide phonological awareness and phonics instruction

Abstract

Conference

Keywords

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Cite this