Linguistic Games as a Way to Introduce Reading and Writing in Preschool Groups

Childhood Education

Volumn 76, Issue 6, 2000, Pages 365-367

  Arnqvist, Anders ^a  

^a KARLSTAD UNIVERSITY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38649100543     PISSN: 00094056     EISSN: 21620725     Source Type: Journal    
DOI: 10.1080/00094056.2000.10521183     Document Type: Article

References (9)

1. Arnqvist, A., 1991. Phonemic awareness in preschool children: Four studies on the relationship between phonemic awareness, reading ability and short-term memory, Uppsala, Sweden: Uppsala University, Department of Psychology.
2. Liberg, C., 1990. Learning to read and write, Uppsala, Sweden: Uppsala University, Department of Linguistics.
3. Lidholt, B., 1999. Rapport till regeringen. Integration frskola—grundskola, Stockholm, Sweden: Skolverket.
4. Lundberg, I., 1984. Sprak och läsning, Malmö, Sweden: Liber Förlag.
5. Lundberg, I., Frost, J., and Petersen, O. L., 1988. Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23: 263–284.
6. Lundberg, I., and Tornéus, M., 1978. Nonreaders' awareness of the basic relationship between spoken and written words. Journal of Experimental Child Psychology, 25: 404–412.
7. Olofsson, A., 1985. Phonemic awareness and learning to read: A longitudinal and quasi-experimental study, Umea, Sweden: Umea University, Psykologiska Institutionen.
8. Snow, C., Burns, S., and Griffin, P., eds. 1998. Preventing reading difficulties in young children, Washington, DC: National Academy Press.
9. Söderbergh, R., 1979. Barnets tidiga sprakutveckling, Lund, Sweden: Liber-Läromedel.