Invented spelling intervention programmes: Comparing explicit and implicit instructions
This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose inven...
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| Outros Autores: | , |
| Formato: | article |
| Idioma: | eng |
| Publicado em: |
2022
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| Assuntos: | |
| Texto completo: | http://hdl.handle.net/10400.12/8511 |
| País: | Portugal |
| Oai: | oai:repositorio.ispa.pt:10400.12/8511 |