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Peer reviewedCarnine, Linda; And Others – Reading Research Quarterly, 1984
Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…
Descriptors: Context Clues, Developmental Stages, Economically Disadvantaged, Error Analysis (Language)
