Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities

E. O’Connor, Rollanda; Notari-Syverson, Angela; F. Vadasy, Patricia

doi:10.1177/001440299606300110

Public

Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities

Published in Exceptional Children • Oct 1, 1996

Authors:

Rollanda E. O’Connor

Angela Notari-Syverson

Patricia F. Vadasy

Abstract

This study was designed to test the effects of activity-based phonological instruction delivered by five classroom teachers on the phonological skill development and reading and writing outcomes of kindergarten children with ( n = 31) and without ( n = 57) disabilities, and children repeating kinder...

Subject

Psychology

Intervention (counseling)

Literacy

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