Professor Linda Siegel - Dyslexia International

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Firm Foundations• Activities and games designed todevelop–Phonological awareness–Letter sound relationships–Vocabulary–Syntactic skills
• Circle Skills -Teaching the whole class• Centre Skills – Practicing in small groups• Assessment - Working with individualstudents
Page 1 and 2: Early Intervention:Identification a
Page 3 and 4: Why Early Identification+ Intervent
Page 5 and 6: Aims of the Study• Identify child
Page 7 and 8: Longitudinal Sample• All the chil
Page 9 and 10: nor m a le sKindergartenL1 EnglishE
Page 11 and 12: The children in the studyimproved v
Page 13 and 14: Letter Identificationc r m k b w os
Page 15 and 16: SYLLABLE IDENTIFICATION
Page 17 and 18: PHONEME IDENTIFICATION
Page 19 and 20: Oral cloze• Jane ____her sister w
Page 21: Intervention Programs• Mostly in
Page 25 and 26: Word Identificationcatseebookshould
Page 27 and 28: Woodcock Word Attackdeepogchedgouch
Page 29 and 30: Phoneme/Syllable Deletion2018161412
Page 31 and 32: Pseudoword Spelling8070605040302010
Page 33 and 34: Reading 44• Training readingcompr
Page 35 and 36: SES & Reading0.60.50.40.30.20.10K-9
Page 37 and 38: ConclusionsMost ELL dyslexic childr
Page 39: Internet Resourceshttp://www.nvsd44

Professor Linda Siegel - Dyslexia International

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