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Facilitating Kindergarteners' Grapheme-Phoneme Correspondence Acquisition as a Function of Integrating Embedded Picture Mnemonics Intervention
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Andrea L. Moyers-Bloss – ProQuest LLC, 2023
This study investigated how at-risk kindergarten students respond to the identification of letters and sounds using an embedded picture mnemonic intervention. The problem addressed was that kindergarten students face challenges in developing letter-name knowledge, letter-sound knowledge, and their reciprocal relationship (i.e., grapheme-phoneme…
Descriptors: Kindergarten, Phoneme Grapheme Correspondence, At Risk Students, Pictorial Stimuli