| Autor: |
Hughes, Lara |
| Předmět: |
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| Zdroj: |
SLD Experience; Spring2015, Issue 71, p3-6, 4p |
| Abstrakt: |
The article discusses a pilot study undertaken by Frank Wise School in Great Britain to assess the value of integrating synthetic phonics instruction as an approach to reading and writing lessons for students with limited speech and articulation difficulties. It takes note of the addition of auditory elements to the school's Readiness for Reading and Writing test scheme and the qualitative evaluation of achievement impact in regard to the Handwriting Without Tears framework. |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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