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

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TitleLocation & LinkType of Relationship
The Impact of Explicit Small Group Instruction on the Phonological Awareness Development of At-Risk Pre-Kindergarten Studentshttp://hdl.handle.net/10342/4839The described resource references, cites, or otherwise points to the related resource.