Effects of Instruction on the Decoding Skills of Children with Phonological-Processing Problems.

Felton, Rebecca

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Peer reviewed

ERIC Number: EJ474367

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-2194

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Effects of Instruction on the Decoding Skills of Children with Phonological-Processing Problems.

Felton, Rebecca

Journal of Learning Disabilities, v26 n9 p583-89 Nov 1993

Eighty-one kindergarten children at risk for reading disabilities were assigned to either code-emphasis or meaning-emphasis instruction for first and second grades. Children who received code instruction subsequently scored higher than the other group on reading and spelling measures. Critical instructional program elements are discussed. (Author/JDD)

Descriptors: Context Clues, Educational Methods, High Risk Students, Instructional Effectiveness, Language Processing, Phonology, Primary Education, Reading Achievement, Reading Difficulties, Spelling

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A