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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches

Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches

http://www.wikidata.org/entity/Q33913810

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Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.IRTs of the ABCs: children's letter name acquisition.Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI).Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills Learning Letters With the Whole Body: Visuomotor Versus Visual Teaching in Kindergarten.Factors associated with lowercase alphabet naming in kindergarteners Child and Home Predictors of Children's Name Writing

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P2860

Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches

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2010 nî lūn-bûn

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2010 թուականի Յուլիսին հրատարակուած գիտական յօդուած

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2010 թվականի հուլիսին հրատարակված գիտական հոդված

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2010年の論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年论文

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Reading and Writing

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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches

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David J Purpura

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Richard K Wagner

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Shayne B Piasta

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P2860

G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences

Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.

Child development and emergent literacy.

Learning to label letters by sounds or names: a comparison of England and the United States.

The ethics of sample size: two-sided testing and one-sided thinking.

Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia.

Teaching decoding with an emphasis on phoneme analysis and phoneme blending.

Learning of letter names and sounds and their contribution to word recognition.

Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study.

Knowing letter names and learning letter sounds: a causal connection.

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