Explicit Small Group Instruction and Phonological Awareness Development
In January and February of 2015, I had the opportunity to plan and conduct an action research study as part of my graduate school experience. During the six week action research study, students in two pre-kindergarten classrooms experienced phonological awareness instruction. Students in the intervention classroom received explicit small group instruction and students in the comparison classroom received whole group implicit instruction. Results from posttests conducted at the end of the study showed that students receiving explicit small group instruction showed significantly more phonological awareness growth than students receiving implicit large group instruction.