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The effects of syllable instruction on phonemic awareness in preschoolers

Description:
A study of the effects of twice-weekly multiple phenome task instruction, either with or without additional syllable-based instruction, on the language and phenome awareness of a sample of 39 children at two child care centers in Laramie, Wyoming
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Wyoming

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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