Enhancing early literacy skills of pre-kindergarteners with histories of expressive phonological impairments: a preliminary study
Seven boys who had received intervention for highly unintelligible speech were tested for metaphonological awareness skills and alphabetic knowledge at the beginning of the summer prior to their entering kindergarten. Five of these boys participated in 12 small-group [2-hour] sessions that incorpora...
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Format: | Others |
Language: | en_US |
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2006
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Online Access: | http://hdl.handle.net/10057/363 |