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).
|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||Literacy and Learning Research Symposium 2017|
|Period||26/10/17 → 27/10/17|
|Other||National Science Challenge –A Better Start: E Tipu e Rea|
- phonological awareness
- preschool literacy
- phonics development
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.