instruction?”, can be answered by stating that adding KPALS to Tier 1 ELA core classroom instruction positively affects the growth rate of letter and sound acquisition in preschool students compared to preschool students who receive only Tier 1 ELA core classroom instruction, specifically in the areas of lowercase letter naming and letter sound production.
Below are the findings for Question 2.
Students who had little to no exposure to letter names and sounds (<5 correct at pre-test) increased at a significantly greater rate than students who already had letter name and sound exposure (>5 correct at pre-test) in all three categories, specifically letter sound production. Students with little to no exposure to letter names and sounds increased 362.4% more than students who already had letter name and sound exposure in capital letter naming. Students with little to no exposure to letter names and sounds increased 261.7% more than students who already had letter name and sound exposure in lowercase letter naming. Students with little to no exposure to letter names and sounds increased 5,623.0% more than students who already had letter name and sound exposure in letter sound production. These findings indicate that Question 2, “Will students with little to no exposure to letter names and sounds (<5 correct at pre-test) increase at a greater rate than students who have letter name and sound knowledge (>5 correct at pre-test) when given KPALS instruction in addition to Tier 1 ELA core instruction?”, can be answered by stating that students with little to no exposure to letter names and sounds increase at a significantly greater rate than students who have letter name and sound knowledge when given KPALS instruction in addition to Tier 1 ELA core instruction, specifically in the area of letter sound production.
Below are the findings of Question 3.
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