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The effects of the intensity of phonological awareness instruction on the acquisition of literacy skills

League, M.
Abstract:
This study compared three groups consisting of varying levels of intensity in phonological awareness instruction. Direct Instruction, Direct Instruction + a supplemental phonological awareness program, and a computer-assisted program were compared. Skills in phonological awareness, early literacy, word recognition, and word fluency were measured. Results indicate that students who received the greatest intensity of phonological awareness instruction showed the greatest increases in the early literacy areas of rapid naming, non-word fluency, and word recognition fluency. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2001
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, Phonemic Awareness for Young Children A Classroom Curriculum, Waterford Early Reading Program, beginning reading, computer-assisted instruction
Source:
Dissertation from the University of Florida
Design type:
Randomized Experiment
Fidelity monitored:
No
Students included:
General Education Students, Kindergarten Students
Other tags:
Reading Mastery, Phonemic Awareness for Young Children: A Classroom Curriculum, Waterford Early Reading Program, beginning reading, computer-assisted instruction, Comprehensive Test of Phonological Processing (CTOPP), Test of Word Reading Efficiency (TOWRE), Qualitative Reading Inventory-II (QR-II)
Location/Setting:
South: South Atlantic, Elementary School
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