Remediating Difficulties in Learning to Read and Spell by Teaching Kindergarten Students to Listen to Composite Words and Vocally Segment the Component Phonemes
In 2 experiments I used a delayed multiple probe design to test the effects of teaching students to vocally segment the component phonemes after listening to composite words on the emergence of untaught textual responses, spelling responses, and vocal phoneme blends. All participants were kindergart...
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| Language: | English |
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2019
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| Online Access: | https://doi.org/10.7916/d8-j796-w010 |