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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 107 1 The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language Langille, James; Green, Zoila. - : Canadian Society for the Study of Education, 2021. : Érudit, 2021 BASE Show details 2 The dramatic impact of explicit instruction on learning to read in a new writing system ... Lally, Clare. - : Open Science Framework, 2021 BASE Show details 3 Neurocognitive Predictors of Response to Intervention With GraphoGame Rime ... Wilson, A; Ahmed, H; Mead, Natasha. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 4 The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language Langille, James; Green, Zoila In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021) BASE Show details 5 SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM Moore, Benjamin In: Middle and Secondary Education Dissertations (2021) BASE Show details 6 Using phonics to develop the emergent English literacy skills of Spanish learners ; El uso del método fónico para desarrollar la alfabetización emergente en inglés de alumnos españoles Rendón Romero, Sara Isabel; Navarro Pablo, Macarena; García-Jiménez, Eduardo. - : Universidad de Granada, 2021 BASE Show details 7 Literacy skills: phonics in the pre-primary classroom Fernández Molina, Javier; Molla Diez, María Teresa; Sánchez Quero, Manuel. - : Universitat d’Alacant, 2021 BASE Show details 8 Integrating Kinesthetic Learning Activities to Phonics Learning Arnold, Jaclyn. - 2021 BASE Show details 9 Using phonics to develop the emergent English literacy skills of Spanish learners Rendón Romero, Sara Isabel; Navarro-Pablo, Macarena; García Jiménez, Eduardo In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 111-128 (2021) BASE Show details 10 The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties Winn, Tiffany; Miller, Julia; van Steenbrugge, Willem In: Australian Journal of Teacher Education (2020) BASE Show details 11 自然發音與詞彙教學對高中生單字及搭配詞學習成效之研究 ; The Effects of Phonics and Lexical Approach on Senior High School Students’ Vocabulary and Collocation Knowledge 歐先智; O, Hsien-Chih. - 2020 BASE Show details 12 An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers ... Ahmed, H; Wilson, A; Mead, Natasha. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 13 An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers Ahmed, H; Wilson, A; Mead, Natasha. - : Frontiers Media SA, 2020. : Frontiers in Education, 2020 BASE Show details 14 Effects of the "Write Sounds" Program on Handwriting and Phonics Skills Bazis, Pam In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2020) Abstract: Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness; Brooks et al., 2011; Graham & Hebert, 2010, 2011; Sanders et al., 2018). Therefore, students struggling with reading often have writing problems, including handwriting (Kandel et al., 2017; Sanders, Berninger, & Abbott, 2018). It is often difficult to determine the source of writing difficulties as they could come from uncertainty in how to form the graphemes, poor spelling skills, or organizational deficits (Berninger et al., 2008). This study aimed to determine the usability, feasibility, and promise of an integrated handwriting intervention on 33 students struggling with handwriting and word-level reading or spelling difficulties in second- and third-grade. Researchers randomly assigned participants to receive the Write Sounds integrated handwriting intervention or a BAU control condition. Due to safety concerns surrounding the COVID-19 worldwide pandemic, all the participating schools closed, and the university suspended all in-person research. Therefore, the study ended abruptly, and the participants were unable to complete the intervention or posttest assessments as designed. The researchers used the Write Sounds Mastery Check 1 as a proxy for the posttests. At posttest, students who received the Write Sounds intervention (n = 17) significantly outperformed the control group (n = 16) on researcher-created measures of handwriting quality and overall legibility. The data presented should be interpreted cautiously as the small sample size and adverse effects of the COVID-19 pandemic on the original study methodology may have impacted the results. Keyword: Curriculum and Instruction; dyslexia; Elementary Education; handwriting; intervention; phonics; Special Education and Teaching; spelling URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1375&context=cehsdiss https://digitalcommons.unl.edu/cehsdiss/368 BASE Hide details 15 Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice Jensen, Helen Faith. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019 In: Theses: Doctorates and Masters (2019) BASE Show details 16 The effects of phonics instruction: letters and sounds on decoding and blending skills of Thai grade 3 students ... Jittra Wichayut. - : Thammasat University, 2019 BASE Show details 17 The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks Abernathy, Richard Kyle In: Doctoral Dissertations and Projects (2019) BASE Show details 18 The Impact of Raising Phonological Awareness and Phonics to Improve Reading and Spelling Skills Alharthy, Najla. - 2019 BASE Show details 19 Guide to developing an alphabet learning book using the Two-Track Method Malone, Dennis L.; Malone, Susan E.. - 2019 BASE Show details 20 Knowledge of letter sounds in children from England Treiman, R; Stothard, SE; Snowling, M. - 2019 BASE Show details Page: 1 2 3 4 5 6

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