Will delivering segmenting and blending strategies during phonemic awareness instruction, will it improve reading fluency as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), daily assessments and teacher observation?

Will delivering segmenting and blending strategies during phonemic awareness instruction, will it improve reading fluency as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), daily assessments and teacher observation?

Will delivering segmenting and blending strategies during phonemic awareness instruction, will it improve reading fluency as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), daily assessments and teacher observation?

Will delivering segmenting and blending strategies during phonemic awareness instruction, will it improve reading fluency as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), daily assessments and teacher observation?

Will delivering segmenting and blending strategies during phonemic awareness instruction, will it improve reading fluency as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), daily assessments and teacher observation?

Will delivering segmenting and blending strategies during phonemic awareness instruction, will it improve reading fluency as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), daily assessments and teacher observation?