Effects of alphabet-letter instruction on young children's word recognition

Author(s): Roberts, Theresa A.;
Date Issued: 2003
Publisher(s): American Psychological Association
Description: A randomized study of the effects of alphabet-letter instruction on beginning phonetic word recognition in a group of non-English speaking preschool children
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Journal Title: Journal of Educational Psychology
Volume Number: 95
Issue Number: 1
Page Range: 41-51
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Children & Child Development > Special Needs Children & Special Child Populations > Native Language

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
ISSN: 0022-0663 Paper
1939-2176 Online
Peer Reviewed: yes
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