LEADER 06040nam 2200805 450 001 9910787866203321 005 20231110223302.0 010 $a1-394-25959-X 010 $a1-118-51028-3 035 $a(CKB)2670000000530819 035 $a(EBL)1638365 035 $a(SSID)ssj0001168487 035 $a(PQKBManifestationID)11685567 035 $a(PQKBTitleCode)TC0001168487 035 $a(PQKBWorkID)11144373 035 $a(PQKB)11683137 035 $a(Au-PeEL)EBL1638365 035 $a(CaPaEBR)ebr10842293 035 $a(CaONFJC)MIL578613 035 $a(OCoLC)881708215 035 $a(Au-PeEL)EBL7103750 035 $a(JP-MeL)3000110805 035 $a(MiAaPQ)EBC1638365 035 $a(EXLCZ)992670000000530819 100 $a20140313h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSound linkage $ean integrated programme for overcoming reading difficulties /$fPeter J. Hatcher, Fiona J. Duff, Charles Hulme 205 $aThird edition. 210 1$aChichester, England :$cWiley,$d2014. 210 4$d2014 215 $a1 online resource (267 p.) 225 1 $aNew York Academy of Sciences 300 $aDescription based upon print version of record. 311 $a1-118-51008-9 320 $aIncludes bibliographical references. 327 $aCover; Title page; Copyright page; Contents; Acknowledgements; Foreword; About the Companion Website; Introduction; Test of Phonological Awareness; Programme Administration; Phonological Training Activities; Instructions; Phonological Linkage Activities; SECTION 1: Identification of Words as Units Within Sentences; ACTIVITY 1: Introduction to the concepts of 'beginning', 'middle'and 'end'; ACTIVITY 2: Comprehension of the concepts of 'beginning','middle' and 'end' in sentences; ACTIVITY 3: Transferring the concepts of 'beginning', 'middle'and 'end' to an aural activity 327 $aACTIVITY 4: Production of initial, final and medial words insentences of two to four wordsACTIVITY 5: Matching counters to words in sentences of two to five words; SECTION 2: Identification and Manipulation of Syllables; ACTIVITY 1: Introduction to syllabic rhythm in poems (A); ACTIVITY 2: Introduction to syllabic rhythm in poems (B); ACTIVITY 3: Syllable blending (two to four syllables); ACTIVITY 4: Introduction to syllable segmentation; ACTIVITY 5: Segmentation of words into syllables (two to four); ACTIVITY 6: Syllable counting in words of two to four syllables 327 $aACTIVITY 7: Syllable deletionSECTION 3: Identification and Supply of Rhyming Words; ACTIVITY 1: Introduction to rhyme; ACTIVITY 2: Discrimination of pairs of rhyming andnon-rhyming words; ACTIVITY 3: Supplying rhymes (A); ACTIVITY 4: Supplying rhymes (B); ACTIVITY 5: Supplying rhymes (C); ACTIVITY 6: Rhyme supply (riddles); ACTIVITY 7: Discrimination of one of three words that rhymeswith a target word; SECTION 4: Identification and Discrimination of Phonemes; ACTIVITY 1: Introduction to 'saying a word slowly'; ACTIVITY 2: Picture sound association (initial sounds of words) 327 $aACTIVITY 3: Word pair discriminationACTIVITY 4: Identification of initial sounds in words; ACTIVITY 5: Identification of final sounds in words; ACTIVITY 6: Identification of medial sounds in words; ACTIVITY 7: Discrimination of two of three words with thesame initial sound; ACTIVITY 8: Introduction to the concept of 'same end' sound; ACTIVITY 9: Discrimination of two of three words with thesame final sound; ACTIVITY 10: Discrimination of two of three words with thesame medial sound; ACTIVITY 11: Discrimination of word pairs with the sameinitial sound 327 $aACTIVITY 12: Discrimination of word pairs with the samefinal soundACTIVITY 13: Discrimination of word pairs with the samemedial sound; ACTIVITY 14: Discrimination of one of three words with thesame initial sound as a target word; ACTIVITY 15: Discrimination of one of four words with a differentinitial sound; ACTIVITY 16: Discrimination of one of three words with thesame final sound as a target word; ACTIVITY 17: Discrimination of one of four words with adifferent final sound; SECTION 5: Phoneme Blending; ACTIVITY 1: Production of words from two to four sounds 327 $aACTIVITY 2: Production of words from two sounds 330 $a The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children's reading books. This third edition has been revised throughout to include the latest developments in the fieldThese resources have been used with a wide range of children and found to be suitable for use with any reading-delayed child 410 0$aNew York Academy of Sciences 606 $aEducation, Elementary$xActivity programs 606 $aLanguage arts$xPhonetics 606 $aLearning disabled children$xEducation (Elementary) 606 $aPhonetics$xStudy and teaching (Elementary)$xAids and devices 606 $aReading$xPhonetic method$xAids and devices 606 $aReading$xRemedial teaching$xAids and devices 615 0$aEducation, Elementary$xActivity programs. 615 0$aLanguage arts$xPhonetics. 615 0$aLearning disabled children$xEducation (Elementary) 615 0$aPhonetics$xStudy and teaching (Elementary)$xAids and devices. 615 0$aReading$xPhonetic method$xAids and devices. 615 0$aReading$xRemedial teaching$xAids and devices. 676 $a372.13 700 $aHatcher$b P. J$g(Peter J.)$01566757 701 $aDuff$b Fiona J$01566758 701 $aHulme$b Charles$0893020 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787866203321 996 $aSound linkage$93837602 997 $aUNINA