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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ626464
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Do Students with and without Lexical Retrieval Weaknesses Respond Differently to Instruction?
Allor, Jill Howard; Fuchs, Douglas; Mathes, Patricia G.
Journal of Learning Disabilities, v34 n3 p264-75 May-Jun 2001
A study compared the effectiveness of phonemic awareness and decoding training for 58 first graders with and without severe lexical retrieval weaknesses. All students demonstrated poor phonemic awareness. Students with relatively strong lexical retrieval skills responded more favorably to beginning reading instruction than did students with weak lexical retrieval skills. (Contains references.) (Author/CR)
Descriptors: Beginning Reading, Decoding (Reading), Educational Strategies, Elementary Education, Grade 1, Learning Disabilities, Memory, Phonics, Program Effectiveness, Reading Strategies, Teaching Methods
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