Enhancing the early literacy development of children at risk for reading difficulties
This paper reviews the dynamic and interactive links between the development of children’s language phonological awareness, and reading. Some of the key issues explored are procedures to enhance children’s language development, decoding and word recognition skills, along with some relevant assessment and programming strategies that can facilitate children’s early reading development. In particular, the paper supports the suggestion that deficits in phonological awareness are often a consequence of slow vocabulary development (a classic marker of language delay) and that teachers need to be able to adapt their language and dialogue interactions for children with language delays.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 Learning Difficulties Australia|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||28 Mar 2007|
|Last Modified:||29 Feb 2012 13:27|
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