Jerrell C. Cassady|L. Douglas Smith
The Impact of a Reading-Focused Integrated Learning System on Phonological Awareness in Kindergarten
Ball State University|Ball State University
children without access readingfocused integrated learning system ils daily reading instruction compared three points beginning middle end kindergarten year phonological awareness concepts print results demonstrated significant differences learning print concepts however repeated measures analysis variance demonstrated children access ils classroom significantly outperformed comparison group second third testing sessions phonological awareness despite group differences baseline results interpreted support assertion ilss improve emergent literacy process young children provided embedded sound reading curriculum directed committed active reading teacher finally differences present study related investigations discussed