The Relative Effect of a Code-Oriented and a Meaning-Oriented Early Literacy Program on Regular and Low Progress Australian Students in Year 1 Classrooms Which Implement Reading Recovery.

Center, Yola; Freeman, Louella; Robertson, Gregory

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Peer reviewed

ERIC Number: EJ629451

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0156-6555

EISSN: N/A

The Relative Effect of a Code-Oriented and a Meaning-Oriented Early Literacy Program on Regular and Low Progress Australian Students in Year 1 Classrooms Which Implement Reading Recovery.

Center, Yola; Freeman, Louella; Robertson, Gregory

International Journal of Disability, Development and Education, v48 n2 p207-32 Jun 2001

A study found that all regular and reading recovery students (n=150) participating in a code-oriented program, Schoolwide Early Learning and Literacy (SWELL), significantly outperformed counterparts (n=163) on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardized reading measure at the end of Year 1. (Contains references.) (Author/CR)

Descriptors: Decoding (Reading), Foreign Countries, Individualized Instruction, Invented Spelling, Literacy, Phoneme Grapheme Correspondence, Phonics, Primary Education, Reading Difficulties, Reading Instruction

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Australia

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/77591

IES Cited: ED544194

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