Search results for author:"Saskia de Graaff"
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Learning and Instruction Vol. 18, No. 4 (August 2008) pp. 391–403
This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its...
Learning and Instruction Vol. 21, No. 1 (February 2011) pp. 163–173
The aim of the present study was to provide more insight in the relative difficulty of four tasks testing phonemic awareness: (a) blending, (b) isolation, (c) segmentation, and (d) deletion. At the same time the roles of phoneme position and phoneme ...
British Journal of Educational Psychology Vol. 77, No. 3 (September 2007) pp. 519–539
Background: The conclusion from a vast literature on literacy acquisition is that letter knowledge is one of the best predictors of literacy development. The question of the best way to teach children letter sounds has not, as yet, been answered...