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Direct linkCraig, Sharon A. – Journal of Educational Psychology, 2006
Using a pretest-posttest comparison-group design, this 16-week study investigated the effects of 2 instructional approaches on the phonological awareness, alphabetic knowledge, and early reading of kindergarten children. The primary goal was to compare a form of contextualized instruction based on an adapted interactive writing program with a…
Descriptors: Kindergarten, Reading Skills, Intervention, Writing Instruction
