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ERIC Number: EJ592709
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0279-6015
Comparison of Teaching Single or Multiple Orthographic-Phonological Connections for Word Recognition and Spelling: Implications for Instructional Consultation.
Hart, Teresa M.; Berninger, Virginia M.; Abbott, Robert D.
School Psychology Review, v26 n2 p279-97 1997
Multi-level hierarchical linear modeling was used to compare growth curves for children receiving instruction aimed at single orthographic-phonological connections. Growth rate on phonics probes was significantly faster for the group receiving multiple-connections treatment. Urges school psychologists to recommend multiple strategies for helping children improve word-recognition skills within a consultation model. (Author/JDM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A