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dc.contributor.advisorVillaume, Susan
dc.contributor.advisorBrabham, Ednaen_US
dc.contributor.advisorMurray, Bruceen_US
dc.contributor.authorBaugh, Nicholeen_US
dc.date.accessioned2008-09-09T21:16:16Z
dc.date.available2008-09-09T21:16:16Z
dc.date.issued2005-12-15en_US
dc.identifier.urihttp://hdl.handle.net/10415/302
dc.description.abstractThe purpose of the study was to determine if small group phonemic awareness intervention results in equal or greater phonemic awareness achievement than one-to-one tutoring dependent on a students risk level for reading failure. The study involved 100 kindergarten students who were divided into two types of instructional groupings: one-to-one and one-to-four. Pre-test scores were used to classify the students by initial risk level: low risk, some risk, and at risk. Data analysis indicated that there was a statistical difference between the achievement of students who were assigned to the one-to-one and one-to-four groups. Analysis of data examining the effect of initial risk level on student achievement in phonemic awareness revealed that though the ability gap was not closed between the at risk students and the low risk students, the majority of the students initially considered at risk concluded the study above the at risk category.en_US
dc.language.isoen_USen_US
dc.subjectCurriculum and Teachingen_US
dc.titleThe Effect of Risk Level and Group Size on Student Phonemic Awareness Achievementen_US
dc.typeDissertationen_US
dc.embargo.lengthNO_RESTRICTIONen_US
dc.embargo.statusNOT_EMBARGOEDen_US


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