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ERIC Number: EJ1038894
Record Type: Journal
Publication Date: 2014-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0922-4777
Using Method of Instruction to Predict the Skills Supporting Initial Reading Development: Insight from a Synthetic Phonics Approach
McGeown, Sarah P.; Medford, Emma
Reading and Writing: An Interdisciplinary Journal, v27 n3 p591-608 Mar 2014
This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73 were also tested 1 year later (6 years, 1 month). Consistent with hypotheses, word reading was most strongly and consistently predicted by letter sound knowledge and short term memory. It is proposed that method of instruction may shape the skills children draw upon when learning to read.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A