Letter names and phonological awareness help children to learn letter-sound relations

Journal of Experimental Child Psychology

Volumn 109, Issue 1, 2011, Pages 25-38

  Cardoso Martins, Cláudia ^a   Mesquita, Tereza Cristina Lara ^a   Ehri, Linnea ^b  

^a FEDERAL UNIVERSITY OF MINAS GERAIS   (Brazil)

^b CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

Alphabetic learning; Beginning reading; Facilitation of letter sound learning; Letter name knowledge; Letter sound learning; Phonological awareness

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; AWARENESS; BRAZIL; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; MALE; PHONETICS; PHYSIOLOGY; PRESCHOOL CHILD; READING; SEMANTICS; TASK PERFORMANCE;

ANALYSIS OF VARIANCE; AWARENESS; BRAZIL; CHILD LANGUAGE; CHILD, PRESCHOOL; FEMALE; HUMANS; MALE; PHONETICS; READING; SEMANTICS; TASK PERFORMANCE AND ANALYSIS; VERBAL LEARNING;

EID: 79952190589     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2010.12.006     Document Type: Article

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