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This dissertation investigates the impact of phoneme awareness instruction on kindergarten students in small group versus whole class settings. The study found significant learning outcomes for both instructional group sizes over a 10-week period, but no significant advantage for small group instruction over whole class instruction in terms of phoneme awareness, letter knowledge, reading, or spelling. The findings suggest that whole class phoneme awareness instruction may be a viable alternative to traditio

Author

srishtiparihar.shareabook

Language

EN