Abstract
Much hope been invested in reading interventions based on linguistic awareness as a means of alleviating children’s-at-risk potential reading and spelling problems. Indeed, training in linguistic awareness has produced good results with preschoolers not yet able to read, thus pointing towards the possibility that training has tapped a factor causally related to reading (e.g. Ball & Blachman, 1991; Bradley & Bryant, 1985; Castle, Riach, & Nicholson, 1994, Korkman & Peltomaa, 1993; Kozminsky & Kozminsky, 1995; Lundberg, Frost, & Petersen, 1988; Schneider, Kuespert, Roth, Visé, & Marx, 1997; Torgesen, Morgan, & Davis, 1992).
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Niemi, P., Kinnunen, R., Poskiparta, E., Vauras, M. (1999). Do Preschool Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling?. In: Lundberg, I., Tønnessen, F.E., Austad, I. (eds) Dyslexia: Advances in Theory and Practice. Neuropsychology and Cognition, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4667-8_17
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DOI: https://doi.org/10.1007/978-94-011-4667-8_17
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