NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ544462
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0271-8294
Phonological Awareness: Implications for Whole Language and Emergent Literacy Programs.
Ball, Eileen Wynne
Topics in Language Disorders, v17 n3 p14-26 May 1997
Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding measures. (Author/CR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Theme Issue: Perspectives on Relations between Oral Language Knowledge and Reading.