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Abstract

This article describes an action research study of student word identification. The targeted population consisted of Pre-Kindergarten students in three elementary schools located in mid-western communities. Post intervention data indicated an increase in students' word identification skills. The researchers recommended that word wall activities should be used for the implementation of improvement of word identification skills. Teachers planning to use word wall activities should determine at which rate new words would be introduced within their classroom.

DOI

10.15760/nwjte.2008.6.1.12

Persistent Identifier

https://archives.pdx.edu/ds/psu/29987

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