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This research article investigated the effects of a short, intensive period of phonological awareness (PA) instruction taught by classroom teachers on the literacy outcomes of 129 five-year-old children, including those with and without spoken language impairments. The study found that children who received 10 weeks of PA instruction from their teachers demonstrated superior reading, spelling, and PA abilities compared to children who followed the usual literacy curriculum without a focus on PA. Notably, th

Author

David Liauw

Language

EN