Staley, Bea, and Freeman, Leonard (2022) Playing with sounds: Differentiating phonological awareness activities for young students. Practical Literacy: The Early and Primary Years, 27 (3). pp. 4-7.

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Abstract

When young students first arrive at school, they come with a varied wealth of early language and literacy experiences for teachers to draw on. But for some children, that variation can feel exclusionary. Graham (2020) describes inclusion as a journey or a process, rather than a series of actions taken to reach a specific destination. To have an inclusive classroom all children must feel welcome and able, no matter where they are on their individual developmental learning journey. Inclusive schools create spaces for all the children that grace our classrooms, including those with diagnoses, those with little experience in a classroom type setting, as well as those from multilingual and multicultural backgrounds.

Item ID:	86506
Item Type:	Article (Scholarly Work)
ISSN:	2204-3667
Keywords:	literacy; phonological awareness, classrooms, teaching, learning, evaluation
Related URLs:	https://tinyurl.com/2yd2nj6m
Date Deposited:	13 Aug 2025 02:44
FoR Codes:	39 EDUCATION > 3903 Education systems > 390302 Early childhood education @ 30% 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators @ 60% 39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation @ 10%
SEO Codes:	16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy @ 60% 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160101 Early childhood education @ 40%
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