The effects of phonological awareness instruction on beginning word recognition and spelling

AAC: Augmentative and Alternative Communication

Volumn 23, Issue 2, 2007, Pages 164-176

  Truxler, Joan E ^a   O'Keefe, Bernard M ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

Augmentative and Alternative Communication; Children with Complex Communication Needs; Phoneme Awareness; Reading and Spelling Outcomes; Word Recognition

Indexed keywords

BIOCOMMUNICATIONS; CHARACTER RECOGNITION; COMMUNICATION AIDS FOR NONVOCAL PERSONS; SPEECH RECOGNITION;

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION; COMPLEX COMMUNICATION NEEDS; PHONEME AWARENESS; SPELLING;

SPEECH COMMUNICATION;

ARTICLE; CEREBRAL PALSY; CHILD; CLINICAL TRIAL; COMMUNICATION AID; COMMUNICATION DISORDER; COMPREHENSION; DEVELOPMENTAL DISORDER; EDUCATION; HUMAN; LINGUISTICS; METHODOLOGY; PHONETICS; SPEECH THERAPY;

CEREBRAL PALSY; CHILD; COMMUNICATION AIDS FOR DISABLED; COMMUNICATION BARRIERS; COMPREHENSION; DEVELOPMENTAL DISABILITIES; EDUCATION, SPECIAL; HUMANS; PHONETICS; SPEECH THERAPY; VOCABULARY;

EID: 34248651256     PISSN: 07434618     EISSN: 14773848     Source Type: Journal    
DOI: 10.1080/07434610601151803     Document Type: Article

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