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Peer reviewedBaber, Gail; Bacon, Ellen H. – Education and Treatment of Children, 1995
This study with 12 2nd- and 3rd-grade students with mild disabilities compared memory for new reading words following instructional sessions in which either word meaning or phonic cues were emphasized. The phonic instruction resulted in a greater number of words remembered either within sentences or on word lists. (Author/DB)
Descriptors: Decoding (Reading), Instructional Effectiveness, Memory, Mild Disabilities
