Phonological awareness instruction: A program training design for low-income children

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This study describes the implementation of a program to enhance phonological awareness in Kindergarten Chilean students from a low-income background. The intervention included a special professional development course designed for teachers, to help them reflect and modify their practices, where classroom observations and feedback on instruction became a fundamental basis of the intervention. Children were assessed before and after the interventions, and results were compared with those of a control group. Results reflected how teachers’ practices are a fundamental key to understanding children outcomes, and that immediate feedback is fundamental for instructional change that favors learning.
Original languageAmerican English
Pages (from-to)47-58
Number of pages12
JournalInternational Journal of Educational Research
StatePublished - 1 Jan 2018


  • Coaching
  • Intervention strategies
  • Phonological awareness
  • Teachers’ practices


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