ERIC Number: EJ343877
Record Type: CIJE
Publication Date: 1986
Reference Count: 0
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Special Issue: Competence and Instruction: Contributions from Cognitive Psychology. For related information, see EC 190 801-810.