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Preventing School Failure: Alternative Education for Children and Youth Volume 63, 2019 - Issue 1
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Articles

Effects of word boxes on improving students’ basic literacy skills: A literature review

Kelsey M. RossThe Ohio State University, Columbus, OH, USAView further author information
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Laurice M. JosephThe Ohio State University, Columbus, OH, USACorrespondence[email protected]
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Pages 43-51 | Received 11 Dec 2017, Accepted 08 May 2018, Published online: 20 Dec 2018

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Read on this site (2)

Patricia Eadie, Jane Page, Penny Levickis, Catriona Elek, Lisa Murray, Lucas Wang & Catherine Lloyd-Johnsen. (2022) Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature. Educational Review 0:0, pages 1-30.
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Kelsey M. Ross & Laurice M. Joseph. (2021) Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language. Journal of Applied School Psychology 37:3, pages 268-299.
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Articles from other publishers (4)

Ágnes Hódi & Edit Tóth. (2023) Exploring the Opportunities for Online Assessment of Phonological Awareness at the Beginning of Schooling. International Journal of Early Childhood.
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Agus Supramono & Heri Retnawati. (2023) MCA: It’s Implementation Based on Teachers’ Perspective. Jurnal Ilmiah Sekolah Dasar 7:1, pages 122-132.
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Meredith Saletta Fitzgibbons. (2022) The Interface Between Reading and Handwriting. Frontiers in Psychology 13.
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John Mitchell O’Toole, Karina McKoy, Margaret Freestone & Judy-Anne Osborn. (2020) ‘Scientific Literacy’: An Exercise in Model Building. Education Sciences 10:8, pages 204.
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