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 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- phonological awareness
- preschool literacy
- phonics development
- phonemes/phonetics/phonology
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