The Effect of Phonological Awareness on the Reading Ability of Below Average Kindergarten Students
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2010-07
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Masters of Education
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Abstract
The impact of phonological awareness on the reading ability of kindergarten students was the
focus of the study. The experimental and control groups were kindergarten students who were
rated equally in ability based on a pre-test. The students from both groups were from a public
school in which they received the same daily instruction in reading. The treatment group
received additional instruction in phonological awareness as their intervention program. The
intervention was provided for 1 hour each week over the period of 10 weeks. The results of the
study showed that both treatment and control group demonstrated significant increase in
phonological awareness from the beginning of the year to the end of the year. There was no
significant difference between the groups.