// Assessment and Intervention of Letter Knowledge With Children With Developmental Language Disorder: A Systematic Review
本系統性文獻回顧調查發展性語言障礙（DLD）兒童的字母知識評估與介入｜發現大多數研究集中於字母名稱及字母音識別，字母認知與書寫較少探討｜介入方法多結合字母知識與語音覺察，強調字母音識別｜本文強調任務選擇的重要性，並提供評估工具指導。
// This systematic review investigates letter-knowledge assessment and intervention in children with developmental language disorder (DLD). It finds most studies focus on letter-name and letter-sound identification, while recognition and writing are less studied. Interventions often combine letter knowledge with phonological awareness and emphasize letter-sound identification. The review highlights the need for intentional task selection and provides guidance on assessment tools.
Published 2026年7月17日
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