Reading Horizons, Volumes 24-25College of Education of Western Michigan University and the Homer L. J. Carter Reading Council, 1983 |
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Pagina 95
... sounds and symbols do not have perfect one - to - one correspondence . For example , they learn that some sounds , like // ( shoe ) , may be represented by combinations of letters and that some sounds may not always represent the same ...
... sounds and symbols do not have perfect one - to - one correspondence . For example , they learn that some sounds , like // ( shoe ) , may be represented by combinations of letters and that some sounds may not always represent the same ...
Pagina 96
... sound is articulated in approximately the same position as the long a sound . Kirk has shown that he has some understanding of the short vowel sounds . Kirk also has difficulty with r - controlled vowels ( e.g. , " hrten " for hurting ...
... sound is articulated in approximately the same position as the long a sound . Kirk has shown that he has some understanding of the short vowel sounds . Kirk also has difficulty with r - controlled vowels ( e.g. , " hrten " for hurting ...
Pagina 168
... sounds , gradually should progress to ending sounds , and finally to medial sounds . Experience suggests two other guidelines for instruction . First , contrary to the recommendations of some published material , auditory discrimination ...
... sounds , gradually should progress to ending sounds , and finally to medial sounds . Experience suggests two other guidelines for instruction . First , contrary to the recommendations of some published material , auditory discrimination ...
Inhoudsopgave
Reading Interests of Sue Hawkins | 18 |
A Comparison of Childrens Lynn J Moore | 27 |
Richard D Robinson | 39 |
Copyright | |
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