Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL Intervention in School and Clinic Pub Date : 2023-03-01 DOI:10.1177/10534512231156881

Marianne Rice, Florina Erbeli, K. Wijekumar

引用次数: 0

Abstract

Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of supplemental intervention using computer programs and parents for students at risk for reading difficulties.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

语音意识：针对需要干预学生的循证教学

语音意识是日后阅读和拼写发展的关键组成部分。有阅读困难风险的学生可能在音位意识方面有困难，需要额外的指导或干预来发展这些技能。本专栏讨论了基于证据的音素意识教学，以及使用计算机程序和家长对有阅读困难风险的学生进行补充干预的实施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.