Evidence of phonological-based word identification deficits among children with reading difficulties

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Abstract

Specific phonological-based deficits may hinder student's reading progress. This study found evidence for the presence of these deficits among a sample of older pupils with reading difficulties. Some implications for teaching practices are discussed.

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Greaney, K., & Ryder, J. (2005). Evidence of phonological-based word identification deficits among children with reading difficulties. Set: Research Information for Teachers, 1, 2–6. https://doi.org/10.18296/set.0622
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