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Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill
Preschool-aged children (n = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and...
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| 主要な著者: | , |
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| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
2010
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| 主題: | |
| オンライン･アクセス: | https://ncbi.nlm.nih.gov/pmc/articles/PMC2978809/ https://ncbi.nlm.nih.gov/pubmed/20097352 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1016/j.jecp.2009.12.008 |
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