Using Synthetic Phonics Instruction as Intervention to support English Learners with Special Educational Needs in Hong Kong Kindergartens
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