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Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill

Description:
A study of the effects of instruction in either letter names and sounds or letter sounds only on children's learning of both letter names and sounds, and a study of the potential role of phonological processing skill in that relationship, based on data from 58 English-speaking 3- and 4-year-olds in 4 private child care centers located in a mid-sized city in the southeastern United States
Resource Type:
Reports & Papers
Author(s):
Piasta Shayne B.; Wagner Richard K.
Funder(s):
Institute of Education Sciences (U.S.); National Institutes of Health (U.S.)
Country:
United States

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