Abstract

The study investigated the impact of systematic synthetic phonics teaching as an early intervention in reading among 32 English Learners in an inclusive setting in a Hong Kong Kindergarten. A broader definition of Special Educational Needs was adopted in the study, and the participating children with SENs ranged from having the disadvantaged socio-economic background to the new immigrants, and the children with other learning difficulties such as inattention, and learning progresses at a slower pace.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0135
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada