A Comparison of the Effects of Individualized Writing Instruction With and Without Phonemic Segmentation on the Standard Spelling Performance of At-Risk First Graders
This study investigated the effects of individualized writing instruction with and without phonemic segmentation on the standard spelling performance of at-risk first graders. Forty-two students from fifteen non-public elementary school Chapter I programs participated in the study. Subjects were pre...
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| Format: | Others |
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VCU Scholars Compass
1998
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| Online Access: | https://scholarscompass.vcu.edu/etd/5269 https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=6360&context=etd |