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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ529427
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0014-4029
Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities.
O'Connor, Rollanda E.; And Others
Exceptional Children, v63 n1 p117-30 Fall 1996
Kindergartners with disabilities (n=31), without disabilities (n=57), and children repeating kindergarten (n=19) were studied to compare the effects of an activity-based phonological instruction. Results indicate that teachers can improve the phonological skills of their students prior to formal reading instruction and that instruction to children with disabilities may need to be more intense. (CR)
Descriptors: Beginning Reading, Disabilities, Early Intervention, Instructional Effectiveness, Kindergarten Children, Learning Strategies, Literacy Education, Phonology, Primary Education, Reading Instruction, Reading Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A