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

Karyn Carson, Anne Bayetto

    Research output: Contribution to conferenceAbstract

    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 languageEnglish
    Number of pages2
    Publication statusPublished - 2017
    EventLiteracy and Learning Research Symposium 2017 - College of Education, Health and Human Development University of Canterbury, Christchurch, New Zealand
    Duration: 26 Oct 201727 Oct 2017

    Conference

    ConferenceLiteracy and Learning Research Symposium 2017
    CountryNew Zealand
    CityChristchurch
    Period26/10/1727/10/17
    OtherNational Science Challenge –A Better Start: E Tipu e Rea

    Keywords

    • phonological awareness
    • preschool literacy
    • phonics development
    • phonemes/phonetics/phonology

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  • Cite this

    Carson, K., & Bayetto, A. (2017). Raising school-entry reading readiness through preschool-wide phonological awareness and phonics instruction. Abstract from Literacy and Learning Research Symposium 2017, Christchurch, New Zealand.