Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention

Journal of Child Psychology and Psychiatry and Allied Disciplines

Volumn 49, Issue 4, 2008, Pages 422-432

  Bowyer Crane, Claudine ^a   Snowling, Margaret J ^a   Duff, Fiona J ^a   Fieldsend, Elizabeth ^a   Carroll, Julia M ^b   Miles, Jeremy ^a   Götz, Kristina ^a   Hulme, Charles ^a  

^a UNIVERSITY OF YORK   (United Kingdom)

^b UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

Early intervention; Early literacy; Oral language; Phonological awareness; RCT

Indexed keywords

ARTICLE; CHILD; CONTROLLED STUDY; FEMALE; HEALTH PROGRAM; HUMAN; KNOWLEDGE; LANGUAGE ABILITY; MALE; NARRATIVE; PHONETICS; READING; SCREENING; SOCIOECONOMICS; TRAINING;

CHILD, PRESCHOOL; COMPREHENSION; DYSLEXIA; EARLY INTERVENTION (EDUCATION); ENGLAND; FEMALE; FOLLOW-UP STUDIES; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE THERAPY; MALE; PHONETICS; PROBLEM SOLVING; READING; REMEDIAL TEACHING; VERBAL BEHAVIOR; VOCABULARY;

EID: 41149115190     PISSN: 00219630     EISSN: 14697610     Source Type: Journal    
DOI: 10.1111/j.1469-7610.2007.01849.x     Document Type: Article

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