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Peer reviewedRack, John; And Others – Journal of Experimental Child Psychology, 1994
Five-year-olds learned to associate three- or four-letter abbreviations, or cues, with spoken words, in which one of the letters in the cue corresponded to a phoneme that was articulated similarly or dissimilarly. Children found the phonetic cues easier to learn than control cues, suggesting that children are sensitive to the phonological and…
Descriptors: Abbreviations, Beginning Reading, Cognitive Mapping, Cues
