Citations (11)
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Read on this site (4)
Matthew K. Burns, Kathrin E. Maki, Lori Helman, Jennifer J. McComas & Helen Young. (2018) Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools. Reading & Writing Quarterly 34:5, pages 409-418.
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Endia J. Lindo, Beverly Weiser, Jennifer P. Cheatham & Jill H. Allor. (2018) Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers. Reading & Writing Quarterly 34:2, pages 117-131.
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Wendy Moore & Lorraine Hammond. (2011) Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of Learning Difficulties 16:2, pages 85-110.
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Lentini McAlenney & MichaelD. Coyne. (2011) Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions. Reading & Writing Quarterly 27:4, pages 306-323.
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Articles from other publishers (7)
William H Teale, Colleen E Whittingham & Emily Brown Hoffman. (2018) Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy 20:2, pages 169-222.
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George Uduigwome. 2020. Accessibility and Diversity in Education. Accessibility and Diversity in Education
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George Uduigwome. 2017. Preparing Pre-Service Teachers for the Inclusive Classroom. Preparing Pre-Service Teachers for the Inclusive Classroom
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Stephanie Al Otaiba, Jill Allor, Krystal L. Werfel & Nathan Clemens. 2016. Interventions in Learning Disabilities. Interventions in Learning Disabilities
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Robert A. Pieretti, Sandra D. Kaul, Razi M. Zarchy & Laureen M. O’Hanlon. (2014) Using a Multimodal Approach to Facilitate Articulation, Phonemic Awareness, and Literacy in Young Children. Communication Disorders Quarterly 36:3, pages 131-141.
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Jill H. Allor, Patricia G. Mathes, J. Kyle Roberts, Jennifer P. Cheatham & Tammi M. Champlin. (2010) Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. Psychology in the Schools 47:5, pages 445-466.
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