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Parental scaffolding of children's phonological awareness skills: interactions between mothers and their preschoolers with language difficulties.

This close attention examined mother-child verbal exchanges during phonological awareness (PA) tasks embedded into storybook reading sessions. The aims of the research were (a) to determine in what manner mothers scaffolded their children's task performance, (b) to characterize the stability of maternal scaffolding above four sessions, and (c) to investigation the relation between maternal scaffolds and children's developing PA competencies. Five mothers and their 4-year-old children with language difficulties read a storybook four times during a 1-week period. The storybook included nine questions (eg What





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