Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays
Reading instruction has historically been deemphasized for students in special education, and the limited research on this topic reveals that sight word vocabulary is most commonly taught in special education classrooms (Browder, Wakeman, Spooner, Ahlgrim-Delzell, Algozzine, 2006). However, successf...
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| Format: | Others |
| Language: | en |
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LSU
2015
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| Online Access: | http://etd.lsu.edu/docs/available/etd-07122015-135658/ |