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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or l...
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| Autors principals: | , , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
2010
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC2885812/ https://ncbi.nlm.nih.gov/pubmed/20563245 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1007/s11145-009-9174-x |
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