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Inclusion Of Phonological Intervention Process

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Probably the most significant advance in the scientific study of reading and related skills has been the identification of the role of phonological processing in learning to read. It is now widely recognized that children will struggle to learn to decode text if they cannot segment and blend the separate sounds within words orally. As a consequence, there has been an increasing emphasis on the inclusion of phonological skills training in programs designed to help young children learn to read. Presently it is greatly recommended phonological intervention plan should be an essential component of programs designed to meet the needs of older low-progress readers.
In the primary grades students with reading difficulties may need intervention to
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