The Impact of Explicit Small Group Instruction on the Phonological Awareness Development of At-Risk Pre-Kindergarten Students
- ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
- Cathy Presson (Creator)
- Institution
- East Carolina University (ECU )
- Web Site: http://www.ecu.edu/lib/
Abstract: 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.
Additional Information
- Publication
- Other
- Language: English
- Date: 2015
- Keywords
- At-risk, Phonological awareness, Explicit instruction, Pre-kindergarten, Small group instruction
| Title | Location & Link | Type of Relationship |
| The Impact of Explicit Small Group Instruction on the Phonological Awareness Development of At-Risk Pre-Kindergarten Students | http://hdl.handle.net/10342/4839 | The described resource references, cites, or otherwise points to the related resource. |