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      <description>Marissa and Becca</description>
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      <pubDate>2022-04-20 19:41:16 UTC</pubDate>
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         <pubDate>2022-04-20 19:55:36 UTC</pubDate>
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         <title>It helped work on phonemic awareness and reading skills such as decoding</title>
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         <description><![CDATA[<div>-Paige</div>]]></description>
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         <pubDate>2022-04-28 17:50:52 UTC</pubDate>
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         <description><![CDATA[<div>The program Reading doctor helped with associating letters with their phonemes - Mike</div>]]></description>
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         <pubDate>2022-04-28 17:51:22 UTC</pubDate>
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         <description><![CDATA[<div>It helped work on make meaningful connections between letters and phonemes and sounds they represent-krista</div>]]></description>
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         <title>One of the skills worked on is letter/sound correspondence which helps with decoding.  </title>
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         <description><![CDATA[<div>- Kyle Wisdom</div>]]></description>
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         <pubDate>2022-04-28 17:51:34 UTC</pubDate>
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         <title>There is a letter-sound correspondence game. There is one where umbrellas cover the letters and then the letter is revealed (to correspond with the sound given).</title>
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         <description><![CDATA[<div>The blending game which requires a word to be matched to a picture for the task. This helps auditorily and visually and if a student is right then the responses are removed. Krista</div>]]></description>
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         <pubDate>2022-04-28 17:52:45 UTC</pubDate>
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         <description><![CDATA[<div>An exercise that was used in the game was segmentation and blending. - Mike</div>]]></description>
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         <pubDate>2022-04-28 17:53:07 UTC</pubDate>
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         <title>Sight word recognition on page 7 you have to click on the one that is yellow highlighted. By using yellow you attract the students attention I assume they had color blindness built in and could change the color if needed. </title>
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         <description><![CDATA[<div>- Kyle Wisdom</div>]]></description>
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         <pubDate>2022-04-28 17:53:47 UTC</pubDate>
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         <title>Students showed significant improvements in phonemic awareness over the two 6-week blocks.</title>
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         <description><![CDATA[<div>-Paige</div>]]></description>
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         <description><![CDATA[<div>The study found that using the computer based instruction, after 2, 6 week blocks, was that when used with face to face learning that students phonological awareness, phonemic awareness, and sight reading improved.</div>]]></description>
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         <pubDate>2022-04-28 17:54:29 UTC</pubDate>
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         <title>Students showed a significant improvement in phonemic awareness over a 6 week peroid.</title>
         <author></author>
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         <description><![CDATA[<div>- Kyle Wisdom</div>]]></description>
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         <pubDate>2022-04-28 17:54:48 UTC</pubDate>
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         <description><![CDATA[<div>It was a 2 6 week period for the participators and the first block did not reveal much improvements in phonemic awareness&nbsp; but the use of RD made a big differences to both PA and word efficiency after second block of six weeks not first block Krista</div>]]></description>
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         <pubDate>2022-04-28 17:54:51 UTC</pubDate>
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