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Peer reviewed Peer reviewed
ERIC Number: EJ571169
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Role of Instruction in Learning To Read: Preventing Reading Failure in At-Risk Children.
Foorman, Barbara R.; Francis, David J.; Fletcher, Jack M.; Mehta, Paras; Schatschneider, Christopher
Journal of Educational Psychology, v90 n1 p37-55 Mar 1998
First and second graders (n=285) received one of three types of classroom reading programs: (1) direct instruction in letter-sound correspondence; (2) less direct instruction in sound-spelling patterns; and (3) implicit instructions in the alphabetic code while reading connected text. Results show advantages of reading programs that emphasize explicit instruction in the alphabetic principle. (SLD)
Descriptors: Academic Failure, Comparative Analysis, Grade 1, Grade 2, High Risk Students, Low Achievement, Prevention, Primary Education, Reading Achievement, Reading Instruction
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Alphabetic Principle
Note: Portions of the paper presented at the Annual Meeting of the American Association for the Advancement of Science (Seattle, WA, February 18, 1997) and the American Educational Research Association (Chicago, IL, March 25, 1997). Research supported by National Institute of Child Health and Human Development Grants HD30995 and HD28172. Journal availability: American Psychological Assn., Subscription Sec., 750 1st St., NE, Washington, DC 20002-4242.