Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Karyn Carson"'
Autor:
Karyn Carson
Publikováno v:
International Journal of Speech-Language Pathology. 22:454-465
Purpose: This study investigated the efficacy of three Reading Doctor® (RD) apps in raising letter-sound aptitude, phoneme awareness and early decoding ability among children with heightene...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::aa42c99910667021d7ec5a169c145089
https://doi.org/10.1080/17549507.2019.1667438
https://doi.org/10.1080/17549507.2019.1667438
Autor:
Karyn Carson, Mun Yee Lai
Publikováno v:
Curriculum and Teaching. 34:53-70
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::401df7f250137a7e7ccc451306128063
https://doi.org/10.7459/ct/34.1.05
https://doi.org/10.7459/ct/34.1.05
Autor:
Amanda Denston, Karyn Carson, Amy Scott, Gail T. Gillon, Angus Macfarlane, Leanne Wilson, Brigid McNeill
Publikováno v:
Reading and Writing. 32:1989-2012
This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ab
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1fa8390b8b11797f6cc066b1c927fb68
https://doi.org/10.1007/s11145-018-9933-7
https://doi.org/10.1007/s11145-018-9933-7
Autor:
Jane M. Jarvis, David F. Armstrong, Carolyn Denton Palmer, Anna G. Noble, Kerry Bissaker, Julie McMillan, Peter Walker, Karyn Carson
Publikováno v:
Australasian Journal of Special and Inclusive Education. 42:111-126
Despite aspirations to be a world-class national curriculum, the Australian Curriculum (AC) has been criticised as ‘manifestly deficient’ (Australian Government Department of Education and Training, 2014 p. 5) as an inclusive curriculum, failing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cea23e7f9af98fc6a2b61bc2593dbd85
https://doi.org/10.1017/jsi.2018.13
https://doi.org/10.1017/jsi.2018.13
Publikováno v:
Australasian Journal of Special and Inclusive Education. 42:127-142
Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translatin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0be7e0977ee97bb7097500c8ce18489b
https://doi.org/10.1017/jsi.2018.14
https://doi.org/10.1017/jsi.2018.14
Publikováno v:
Communication Disorders Quarterly. 41:42-53
This study investigated the effect of preschool-wide, teacher-implemented, phoneme-focused phonological awareness (PA) and letter-sound knowledge (LSK) instruction, on raising code-based school-entry reading readiness for children with Spoken Languag
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a0641b6c318a08f01b80b12dd261e386
https://doi.org/10.1177/1525740118789061
https://doi.org/10.1177/1525740118789061
Autor:
Karyn Carson, Anne Bayetto
Publikováno v:
Australian Journal of Teacher Education. 43:67-85
This study investigates the relationship between early childhood (EC) and early years' primary school (EYPS) teachers' phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a7e1e3428371862bf2b3609d6d70ca64
https://doi.org/10.14221/ajte.2018v43n6.5
https://doi.org/10.14221/ajte.2018v43n6.5
Autor:
Karyn Carson
Publikováno v:
Communication Disorders Quarterly. 39:259-269
This study examined whether web-based phonological awareness (PA) assessment in early childhood, specifically the year preceding formal schooling, could help educators reliably predict children’s risk for reading difficulties in the first year of s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b00444bb2f92451487599b3386d33dfa
https://doi.org/10.1177/1525740116686166
https://doi.org/10.1177/1525740116686166
Publikováno v:
International Journal of Speech-Language Pathology. 17:500-510
Purpose. This study investigated the content validity of a computer-based phonological awareness (PA) screening and monitoring assessment (Com-PASMA) designed to evaluate school-entry PA abilities. Establishing content validity by confirming that tes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7cdb80fa84a04eae85e3fc58a9308af2
https://doi.org/10.3109/17549507.2015.1016107
https://doi.org/10.3109/17549507.2015.1016107
Publikováno v:
Asia Pacific Journal of Speech, Language and Hearing. 14:85-101
Purpose: Phonological awareness (PA) ability at school entry is a powerful predictor of early literacy success. Equipping classroom teachers with tools to accurately and efficiently monitor young children's PA development to help inform reading and w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bc0d0494fdba6b5e3d3d056eab3057fd
https://doi.org/10.1179/136132811805334876
https://doi.org/10.1179/136132811805334876