Cracking the Code: An effectiveness study
| dc.contributor.author | Kelly, Chrissy Ann | |
| dc.contributor.supervisor | Dr Brody Heritage | |
| dc.contributor.supervisor | Dr Suze Leitão | |
| dc.contributor.supervisor | Dr Karen Smith-Lock | |
| dc.date.accessioned | 2017-01-30T09:51:33Z | |
| dc.date.available | 2017-01-30T09:51:33Z | |
| dc.date.created | 2016-11-03T03:50:42Z | |
| dc.date.issued | 2016 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/615 | |
| dc.description.abstract |
This study employed a pre-test post-test group design to evaluate the effectiveness of the Cracking the Code (CtC) Program with students aged 3;8–5;4. CtC is a teacher implemented classroom based program, designed to target phonological awareness (PA) and alphabet knowledge. Results showed that children in the experimental condition improved significantly more in PA, alphabet knowledge, non-word reading and non-word spelling after the intervention than the control group, thus demonstrating the effectiveness of CtC. | |
| dc.language | en | |
| dc.publisher | Curtin University | |
| dc.title | Cracking the Code: An effectiveness study | |
| dc.type | Thesis | |
| dcterms.educationLevel | MPhil | |
| curtin.department | School of Psychology and Speech Pathology | |
| curtin.accessStatus | Open access |