INTEGRATION OF LETTER-SOUND CORRESPONDENCES AND PHONOLOGICAL AWARENESS SKILLS OF BLENDING AND SEGMENTING: A PILOT STUDY EXAMINING THE EFFECTS OF INSTRUCTIONAL SEQUENCE ON WORD READING FOR KINDERGARTEN CHILDREN WITH LOW PHONOLOGICAL AWARENESS
Gardado en:
OUDEANS, M.K., INTEGRATION OF LETTER-SOUND CORRESPONDENCES AND PHONOLOGICAL AWARENESS SKILLS OF BLENDING AND SEGMENTING: A PILOT STUDY EXAMINING THE EFFECTS OF INSTRUCTIONAL SEQUENCE ON WORD READING FOR KINDERGARTEN CHILDREN WITH LOW PHONOLOGICAL AWARENESS. LEARNING DISABILITY QUARTERLY, Vol. 26, no. 4 (2003), p. 258-280.
Ref.
125318
Localización:
SIIS R.1180
Palabras clave:
Aprendizaje, Enfermedades mentales, Infancia, Lectura y escritura, Método educativo, Preescolaridad, Problemas de aprendizaje
Aprendizaje, Enfermedades mentales, Infancia, Lectura y escritura, Método educativo, Preescolaridad, Problemas de aprendizaje
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