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Author | Presson, Cathy | en_US |
Date Accessioned | 2015-05-26T18:59:58Z | |
Date Available | 2015-05-26T18:59:58Z | |
Date of Issue | 2015-04-20 | |
Identifier (URI) | http://hdl.handle.net/10342/4839 | |
Description | The purpose of this action research study was to investigate the effects of explicit small group instruction on the phonological awareness development of at-risk pre-kindergarten students. This quasi-experimental pretest-posttest design study included 27 pre-kindergarteners from two classrooms. The intervention group received explicit small group instruction three times a week, while the control group received curriculum-based implicit and incidental phonological awareness instruction. An independent t-test using the mean gain scores from the pre and posttest Early Literacy IGDI Assessment (two-tailed p= 0.00) suggests that the intervention positively impacted phonological awareness development in this population. | en_US |
Extent | 2.51 MB/ 55 pages | en_US |
Language | en_US | en_US |
Subject | Pre-kindergarten | en_US |
Subject | At-risk | |
Subject | Phonological awareness | |
Subject | Explicit instruction | |
Subject | Small group instruction | |
Title | The Impact of Explicit Small Group Instruction on the Phonological Awareness Development of At-Risk Pre-Kindergarten Students | en_US |
Type | Working Papers | en_US |