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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches
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Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K. – Reading and Writing: An Interdisciplinary Journal, 2010
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15…
Descriptors: Small Group Instruction, Alphabets, Orthographic Symbols, Phonological Awareness