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| Seifert, Mary | 1 |
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Peer reviewedGuthrie, John T.; Seifert, Mary – Journal of Educational Psychology, 1977
A highly reproducible scale of difficulty of word identification tasks was identified for both good and poor readers: consonant-vowel combinations and short vowel words were learned first. Long vowel words, special rule words, and nonsense words were more difficult. Reading instruction should parallel this sequence since it follows learning…
Descriptors: Decoding (Reading), Difficulty Level, Elementary Education, Phoneme Grapheme Correspondence
