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Peer reviewedStahl, Steven A.; And Others – Journal of Educational Research, 1996
This study examined reading instruction and its effects in schools with two different philosophical stances (process and traditional approaches to reading). Observations of six classes, three using traditional and three using process approaches, indicated that there were far more similarities than differences. Differences in school philosophy made…
Descriptors: Academic Achievement, Basal Reading, Elementary School Students, Grade 1
