Phonological awareness, peer nominations, and social competence among preschool children at risk for developing learning disabilities
By: Most, Tova.
Contributor(s): Al-Yagon, Michal | Margalit, Malka | Tur-Kaspa, Hana.
Series: International Journal of Disability Development and Education 47 (1) 2000: 89-105.Publisher: 2000Content type: text Media type: unmediated Carrier type: volume Subject(s): LANGUAGE ABILITY
| PHONOLOGICAL AWARENESS | LEARNING DISABILITY | PEER ACCEPTANCE | PRESCHOOLERS | SOCIAL COMPETENCESummary: This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. [AJ].
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 12549 |
This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. [AJ].
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