Citations: The Effective Use of Symbols in Teaching Word Recognition to Children with Severe Learning Difficulties: A comparison of word alone, integrated picture cueing and the handle technique

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Kieron Sheehy. (2009) Teaching word recognition to children with severe learning difficulties: an exploratory comparison of teaching methods. Educational Research 51:3, pages 379-391.
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Ayşe ALKAN, Hüseyin MERTOL & Gamze MERTOL. (2020) ÖZEL YETENEKLİ ÖĞRENCİLERİN BİLİŞİM TEKNOLOJİLERİ DERSLERİNDE BİR FARKLILAŞTIRMA ÖRNEĞİ OLARAK RESFEBENİN KULLANIMI. Avrasya Uluslararası Araştırmalar Dergisi 8:21, pages 1-11.
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Deniz ÖZTÜRK & Alpaslan OKUR. (2018) Okuma güçlüğü olan bir öğrencinin okuma becerisinin geliştirilmesinde grafiksel sembollerin kullanımına yönelik örnek olay çalışmasıA case study regarding the use of graphical symbols in the development of reading skills of a student with reading difficulty. AKRA Kültür Sanat ve Edebiyat Dergisi 6:14, pages 235-251.
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Natalia Kucirkova, David Messer & Kieron Sheehy. (2014) Reading personalized books with preschool children enhances their word acquisition. First Language 34:3, pages 227-243.
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Jack J. Hourcade, Howard P. ParetteJr.Jr., Nichole Boeckmann & Craig Blum. (2010) Handy Manny and the Emergent Literacy Technology Toolkit. Early Childhood Education Journal 37:6, pages 483-491.
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Howard P. Parette, Nichole M. Boeckmann & Jack J. Hourcade. (2008) Use of Writing with Symbols 2000 Software to Facilitate Emergent Literacy Development. Early Childhood Education Journal 36:2, pages 161-170.
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Penny Lacey, Lyn Layton, Carol Miller, Juliet Goldbart & Hazel Lawson. (2007) What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy. Journal of Research in Special Educational Needs 7:3, pages 149-160.
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Kieron Sheehy. (2005) Morphing images: a potential tool for teaching word recognition to children with severe learning difficulties. British Journal of Educational Technology 36:2, pages 293-301.
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The Effective Use of Symbols in Teaching Word Recognition to Children with Severe Learning Difficulties: A comparison of word alone, integrated picture cueing and the handle technique

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The Effective Use of Symbols in Teaching Word Recognition to Children with Severe Learning Difficulties: A comparison of word alone, integrated picture cueing and the handle technique

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