INSTRUCTION IN SUCCESSIVE AND PHONOLOGICAL PROCESSING TO IMPROVE THE READING ACQUISITION SKILLS OF AT-RISK KINDERGARTEN CHILDREN

Ngā tūemi rite

• EFFECTS OF INSTRUCTION ON THE DECODING SKILLS OF CHILDREN WITH PHONOLOGICAL-PROCESSING PROBLEMS
  mā: FELTON, R.H
• The use of dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children
  mā: Bridges, M.S
• CONTINUITIES IN READING ACQUISITION,READING SKILL,AND READING DISABILITY
  mā: PERFETTI, C.A
• EFFECTS OF DIRECT INSTRUCTION IN SPANISH PHONOLOGY ON THE NATIVE-LANGUAGE SKILLS AND FOREIGN-LANGUAGE APATITUDE OF AT-RISK FOREIGN-LANGUAGE LEARNERS
  mā: GANSCHOW, L.
• TEACHING PHONOLOGICAL RECODING TO YOUNG CHILDREN WITH PHONOLOGICAL PROCESSING DEFICITS: THE EFFECT ON SIGHT-VOCABULARY ACQUISITION
  mā: UHRY, J.K