Session Information
09 SES 05 A, The Acquisition of Language Competencies of Children (Age 4-15) with Social and Migrational Disparities: Results of Empirical Studies (Part 1)
Symposium: The Acquisition of Language Competencies of Children (Age 4-15) with Social and Migrational Disparities: Results of Empirical Studies (PART I), continued in 09 SES 06 A
Contribution
Method
Expected Outcomes
References
Bus, A.G., & van IJzendoorn, M.H. (1999). Phonological awareness and early reading: A meta analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414. Byrne, B., Fielding-Barnsley, R., & Ashley, L. (2000). Effects of phoneme identity training after six years: Outcome level distinguished from rate response. Journal of Educational Psychology, 92, 659-667. Labbo, L.D., & Reinking, D. (1999). Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly, 34, 478–492. Mioduser, D., Tur–Kaspa, H., & Leitner, I. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16, 54–63. Segers, E., & Verhoeven, L. (2004). Computer-supported phonological awareness intervention for kindergarten children with specific language impairment. Language, Speech, and Hearing Services in Schools, 35, 229–239. O'Connor, R.E., Notari-Syverson, A., Vadasy, P.F., Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities. Exceptional Children, Vol. 63, 1996) Rasmussen, K. e Davidson, G. V. (1996). Dimensions of learning styles and their influence on performance in hypermedia Lessons. In P. Carlson e F. Makedon (eds), Proceedings of ED-MEDIA 96: World Conference on Educational Multimedia and Hypermedia. Charlottesville: AACE, p.800. Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98, 508-528.
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