Meta-analysis estimates effect size of phonemic awareness instruction dosage in preschool and early elementary students, suggesting guidelines for effective teaching.
Purpose Research on how much early phonemic awareness (PA) instruction is optimal has produced inconclusive answers. We conducted a nonlinear meta-analysis to estimate the optimal cumulative dosage of early PA instruction on PA outcomes with an associated maximum effect size in preschool through first-grade students.
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Erbeli et al. (2024) studied this question.
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