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Juel, Connie; Minden-Cupp, Cecilia – Reading Research Quarterly, 2000
Analyzes word recognition instruction in four first-grade classrooms. Finds that: differential instruction may be helpful in first grade; children who enter first grade with low literacy benefit from early and heavy exposure to phonics; and a structured phonics curriculum that includes both onsets and rimes and sounding and blending phonemes…
Descriptors: Grade 1, Grouping (Instructional Purposes), Instructional Effectiveness, Phoneme Grapheme Correspondence