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Phonological awareness and phonics instruction are necessary components of beginning reading instruction and require teachers to have specialized content, pedagogical, and pedagogical content knowledge. This includes knowledge about language structures; reading components, processes, and development; and effective instructional practices. In this article, we describe key knowledge across these areas, as informed by the Science of Reading, to support early childhood and elementary teachers engaging in this instruction.
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Piasta et al. (2022) studied this question.
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