Brief Research Report : Phonological Recording Ability in Young Children Reading Disabilities  

Oleh:

Huford, David P. ; Snders, Raymond E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 20 no. 01 (Jan. 1995), page 121-126.
Topik: PHONOLOGICAL; young children; reading disabilities; phonological

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Hurford and Sanders (1990) previously found that second and fourth grade children with reading disabilities who were given an auditory phonological intervention significantly improved their processing abilities. In the present study, 10 second grade children with reading disabilities (RD) were presented with the visual analog of the earlier phonological training procedure. The post-training performance of these children was then compared to that of the children from the earlier study. The results indicated that the children who received the visual intervention also significantly improved their phonological processing abilities. Although second grade children with R & D may be deficient in more complex phonological processing skills, they are capable of recoding short graphemic elements into their phonologic analogs, even when those elements are very briefly presented.

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