Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16322
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dc.contributor.authorKee, Norman Kiak Nam, 1963--
dc.date.accessioned2014-12-24T03:07:22Z-
dc.date.available2014-12-24T03:07:22Z-
dc.date.issued2012-
dc.identifier.citationKee, N. K. N. (2012). Numeracy literacy challenges of children with special needs in the twenty first century. Journal of Reading and Literacy, 4, 42-47.en_US
dc.identifier.issn2339-5001-
dc.identifier.urihttp://hdl.handle.net/10497/16322-
dc.description.abstractParents of children with special needs generally turn to professionals with specialized knowledge to help their children's developmental needs, believing that professionals alone hold the key to make a difference. Unknown to most parents, numeracy literacy initial development is through prolonged and persistent exposure to sounds, adult modeling of the usage of the sounds and encouragement to participate in making the sounds in multiple social situations. Parents will need to actively provide multiple and repeated opportunities of diverse contexts for the gradual development of language used in numeracy as well as opportunities through trial and error in association of sounds to objects and concepts, where multiple cycles of experimentation, validation and verification lead to the development of number sense.en_US
dc.language.isoenen_US
dc.subjectCognitive modifiabilityen_US
dc.subjectLiteracyen_US
dc.subjectMediated learning experienceen_US
dc.subjectNumber senseen_US
dc.subjectNumeracyen_US
dc.titleNumeracy literacy challenges of children with special needs in the twenty first centuryen_US
dc.typeArticleen_US
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item.grantfulltextopen-
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