Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills (English)
- New search for: Vadasy, Patricia F.
- New search for: Sanders, Elizabeth A.
- New search for: Vadasy, Patricia F.
- New search for: Sanders, Elizabeth A.
In:
Reading and Writing
;
34
, 1
; 109-138
;
2020
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ISSN:
- Article (Journal) / Electronic Resource
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Title:Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills
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Contributors:Vadasy, Patricia F. ( author ) / Sanders, Elizabeth A. ( author )
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Published in:Reading and Writing ; 34, 1 ; 109-138
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Publisher:
- New search for: Springer Netherlands
- New search for: Springer Science + Business Media B.V
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Place of publication:Dordrecht [u.a.]
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Publication date:2020
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ISSN:
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ZDBID:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:English
- New search for: 77.00 / 77.00$jPsychologie: Allgemeines / 06.00 / 44.00 / 06.00$jInformation und Dokumentation: Allgemeines / 44.00$jMedizin: Allgemeines
- Further information on Basic classification
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Keywords:
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Classification:
BKL: 77.00 Psychologie: Allgemeines / 77.00$jPsychologie: Allgemeines / 06.00 Information und Dokumentation: Allgemeines / 44.00 Medizin: Allgemeines / 06.00$jInformation und Dokumentation: Allgemeines / 44.00$jMedizin: Allgemeines -
Source:
Table of contents – Volume 34, Issue 1
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 1
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Judging Hebrew adjective agreement across development: syntactic and morpho-syntactic awarenessRavid, Dorit / Schiff, Rachel et al. | 2020
- 27
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Parsing written language with non-standard grammarHallberg, Andreas / Niehorster, Diederick C. et al. | 2020
- 49
-
Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessmentsZhu, Xinhua / Li, Guan Ying / Cheong, Choo Mui / Yu, Guoxing / Liao, Xian et al. | 2020
- 79
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Who writes what when?: Examining children’s early composingQuinn, Margaret F. / Bingham, Gary E. / Gerde, Hope K. et al. | 2020
- 109
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Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skillsVadasy, Patricia F. / Sanders, Elizabeth A. et al. | 2020
- 139
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Beginning to read in Vietnamese: kindergarten precursors to first grade fluency and reading comprehensionPham, Giang T. / Snow, Catherine E. et al. | 2020
- 171
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Cognitive predictors of arithmetic, reading, and spelling in Brazilian Portuguese-speaking childrenGreiner de Magalhães, Caroline / Mervis, Carolyn B. / Cardoso-Martins, Cláudia et al. | 2020
- 199
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Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacyChen, Jiangping / Zhang, Yang / Hu, Jie et al. | 2020
- 231
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What makes a good reader? Worldwide insights from PIRLS 2016Marôco, João et al. | 2020
- 273
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Variability and stability in parent–child discourse during and following repeated shared book readingSchapira, Rotem / Bergman Deitcher, Deborah / Aram, Dorit et al. | 2020