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| Boyle, Joseph R. | 1 |
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| O'Connor, Rollanda E. | 1 |
| Vadasy, Patricia | 1 |
| Walker-Seibert, Terri | 1 |
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Peer reviewedO'Connor, Rollanda E.; Notari-Syverson, Angela; Vadasy, Patricia – Learning Disabilities Research and Practice, 1998
A follow-up at the end of first grade examined effects of teaching five kindergarten teachers in general and special education classes to stimulate phonological manipulation skills such as blending and segmenting. For children with learning disabilities and mild mental retardation (but not for nondisabled children) the treatment continued to show…
Descriptors: Beginning Reading, Classroom Techniques, Decoding (Reading), Followup Studies
Peer reviewedBoyle, Joseph R.; Walker-Seibert, Terri – Learning Disabilities: A Multidisciplinary Journal, 1997
This study evaluated the effectiveness of a four-step phonological awareness strategy on the reading skills of nine third-grade students with learning disabilities or educable mental retardation. Results indicated students made substantial improvement on measures of blending and segmenting sounds, pronouncing words, auditory discrimination, and…
Descriptors: Auditory Discrimination, Decoding (Reading), Grade 3, Instructional Effectiveness
