The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools

The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in...

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Detalles Bibliográficos
Autores principales: Tse, Laura, Nicholson, Tom
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2014
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4230049/
https://www.ncbi.nlm.nih.gov/pubmed/25431560
http://dx.doi.org/10.3389/fpsyg.2014.01222

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4230049/
https://www.ncbi.nlm.nih.gov/pubmed/25431560
http://dx.doi.org/10.3389/fpsyg.2014.01222

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