Abstract
Phonemic awareness is a critical early reading skill that gives students a strong foundation for beginning reading. Without effective interventions or supplements to core reading programs, many students fail to acquire these skills. The present study examined the effects of using computer-assisted peer tutoring to supplement kindergarten students' instruction in phonemic awareness. Results of the study indicate three of the four participants made substantial gains in phoneme segmentation fluency. Implications for future research and practice are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
