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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ343877
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Experimental Evidence for the Effects of Instructional Bias on Word Identification.
Vellutino, Frank R.; Scanlon, Donna M.
Exceptional Children, v53 n2 p145-55 Oct 1986
When poor and normal reading second and sixth grade students received treatment in one of three methods of teaching word identification, the whole-word/meaning-based method fostered a global processing strategy, while the phonics method fostered an analytic strategy. A combination of both methods fostered the use of both strategies and generally better performances. (Author/CB)
Descriptors: Cognitive Psychology, Cognitive Style, Elementary Education, Metacognition, Phonics, Reading Difficulties, Reading Instruction, Reading Strategies, Sight Method, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: Competence and Instruction: Contributions from Cognitive Psychology. For related information, see EC 190 801-810.