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dc.contributor.authorKelly, Chrissy Ann
dc.contributor.supervisorDr Brody Heritage
dc.contributor.supervisorDr Suze Leitão
dc.contributor.supervisorDr Karen Smith-Lock
dc.date.accessioned2017-01-30T09:51:33Z
dc.date.available2017-01-30T09:51:33Z
dc.date.created2016-11-03T03:50:42Z
dc.date.issued2016
dc.date.submitted2016-11-03
dc.identifier.urihttp://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.languageen
dc.publisherCurtin University
dc.titleCracking the Code: An effectiveness study
dc.typeThesis
dcterms.educationLevelMPhil
curtin.digitool.pid246381
curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusOpen access


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