Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Literature Reviews | 1 |
| Meta Analysis | 1 |
| Phoneme Grapheme… | 1 |
| Phonological Awareness | 1 |
| Preschool Children | 1 |
| Reading Instruction | 1 |
Author
| Devin M. Kearns | 1 |
| Jessica Bourget | 1 |
| Melissa V. Stalega | 1 |
| Michael Hebert | 1 |
| Nina Bayer | 1 |
Publication Type
| Information Analyses | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMelissa V. Stalega; Devin M. Kearns; Jessica Bourget; Nina Bayer; Michael Hebert – Scientific Studies of Reading, 2024
Purpose: Phonological awareness (PA), the awareness of sounds in spoken words, is strongly linked to reading outcomes. However, there is an ongoing debate regarding the effectiveness of PA instruction without including print (i.e. PA without exposure to words or letters). Specifically, is PA-only instruction just as effective in improving reading…
Descriptors: Literature Reviews, Meta Analysis, Phonological Awareness, Reading Instruction
