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Form analysis
10 forms found in the DOM

POST /action/doLogin

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---

POST /action/registration

<form action="/action/registration" class="registration-form" method="post"><input type="hidden" name="redirectUri"
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</form>

---

Name: defaultQuickSearch — GET /action/doSearch

<form action="/action/doSearch" name="defaultQuickSearch" method="get" class="quick-search__form">
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        data-auto-complete-max-chars="32" data-contributors-conf="0" data-topics-conf="3" data-publication-titles-conf="3" data-history-items-conf="3" value="" class="auto-complete" aria-controls="autoComplete_list_1" aria-autocomplete="both"></div>
  </div><button type="submit" title="Search" class="btn quick-search__button"><span class="sr-only">Search</span><i aria-hidden="true" class="icon-search hvr-grow"></i></button>
</form>

---

POST /action/registration

<form action="/action/registration" class="registration-form" method="post"><input type="hidden" name="redirectUri"
    value="/doi/abs/10.3316/informit.668023617985304?casa_token=WGpe2VVJF7oAAAAA%3AbJZ58LILYCvnORxGYtXfmKEYEVFLPpNpIfw2SbIcLjJBXjQibmVm8_inDrYrlwfSldXgIg_pdol7rg">
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  <div class="submit">
    <input class="button submit primary" type="submit" value="Register" disabled="disabled">
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</form>

---

POST /action/requestResetPassword

<form action="/action/requestResetPassword" class="request-reset-password-form" method="post"><input type="hidden" name="requestResetPassword" value="true">
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  <div class="password-recaptcha-ajax"></div>
  <input class="button primary submit" type="submit" name="submit" value="Submit" disabled="disabled">
</form>

---

POST /action/requestUsername

<form action="/action/requestUsername" method="post"><input type="hidden" name="requestUsername" value="requestUsername">
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    <div class="label">
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  <input class="button primary submit" type="submit" name="submit" value="Submit" disabled="disabled">
  <div class="center">
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</form>

---

POST /action/changePassword

<form action="/action/changePassword" method="post">
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      <span class="text weak">Weak</span>
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      <span class="text strong">Strong</span>
      <span class="text very-strong">Very Strong</span>
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</form>

---

POST /action/verifyPhoneNumber

<form action="/action/verifyPhoneNumber" method="post"><input type="hidden" name="submit" value="submit">
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</form>

---

POST /action/exportCiteProcCitation

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---

POST /action/exportCiteProcCitation

<form action="/action/exportCiteProcCitation" method="post" target="_blank"><input type="hidden" name="content" value=""><input type="hidden" name="dois" value=""><input type="hidden" name="format" value="">
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</form>

---

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No accessFULL TEXTPractical Literacy: The Early and Primary YearsJournal
Article01 October 2022


PLAYING WITH SOUNDS: DIFFERENTIATING PHONOLOGICAL AWARENESS ACTIVITIES FOR YOUNG
STUDENTS

 * Authors:
 * Bea Staley
   ;
 * Leonard Freeman

Authors:
Bea Staley

Associate Professor of Speech Pathology at Charles Darwin University, email:
bea.staley@cdu.edu.au

Google Scholar

More articles by this author

;
Leonard Freeman

Lecturer in Education at Charles Darwin University, email:
leonard.freeman@cdu.edu.au

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More articles by this author


 * Sections
   * Abstract
 * 
 * About

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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.


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PUBLICATION DETAILS

 * Journal:Practical Literacy: The Early and Primary Years
 * ISSN (print):2204-3667
 * Publisher:Australian Literacy Educators' Association
 * Publisher Location:Norwood, SA
 * Volume:27 | Issue:3
 * Date of Publication:October 2022
 * Page Range:4-7
 * Resource Type:
   
   Other Journal Article

 * Language:
   
   English

 * Source:Practical Literacy: The Early and Primary Years, Vol. 27, No. 3, Oct
   2022, 4-7
 * Availability:Informit, Melbourne (Vic)

--------------------------------------------------------------------------------

SUBJECT

 * Blended learning
 * Literacy
 * Phonological awareness in children
 * Teaching--Technique
 * Learning--Evaluation
 * Classrooms


METRICS

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Copyright

© 2014 Design & Technology Association of Australia

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Acknowledgement of Country

Informit acknowledges the Wurundjeri Woi wurrung and Boon wurrung language
groups of the eastern Kulin Nation as the Traditional Custodians of the unceded
lands on which our organisation is based. Informit pays deep respect to their
Ancestors and Elders, past and present. We extend that respect to all Aboriginal
and Torres Strait Islander peoples upon whose lands and waters we conduct our
business.



We recognise that the Kulin peoples have been practicing their culture, caring
for Country and sharing knowledge through the generations since time immemorial.
Informit is excited by the revitalisation of Indigenous Knowledges that is
underway. We are committed to promoting achievements of Indigenous scholars,
building strong relationships with Aboriginal and Torres Strait Islander people
and organisations, and supporting Indigenous-led ways of knowing, being and
doing.

Artwork Birrarung Biik by Lewis Wandin-Bursill, Wurundjeri

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