The Impact of Explicit Small Group Instruction on the Phonological Awareness Development of At-Risk Pre-Kindergarten Students

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dc.contributor.authorPresson, Cathyen_US
dc.date.accessioned2015-05-26T18:59:58Z
dc.date.available2015-05-26T18:59:58Z
dc.date.issued2015-04-20
dc.description.abstractThe 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
dc.format.extent2.51 MB/ 55 pagesen_US
dc.identifier.urihttp://hdl.handle.net/10342/4839
dc.language.isoen_USen_US
dc.subjectPre-kindergartenen_US
dc.subjectAt-risk
dc.subjectPhonological awareness
dc.subjectExplicit instruction
dc.subjectSmall group instruction
dc.titleThe Impact of Explicit Small Group Instruction on the Phonological Awareness Development of At-Risk Pre-Kindergarten Studentsen_US
dc.typeWorking Papersen_US

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