The Effect of Instruction on Early Nonword Reading Strategies.

Deavers, Rachael; Solity, Jonathan; Kerfoot, Sue

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Peer reviewed

ERIC Number: EJ624603

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0141-0423

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The Effect of Instruction on Early Nonword Reading Strategies.

Deavers, Rachael; Solity, Jonathan; Kerfoot, Sue

Journal of Research in Reading, v23 n3 p267-86 Oct 2000

Examines the role of early reading instruction on the nonword reading strategies employed by beginning readers. Describes how three groups of children were following either: the Early Reading Research project; the National Literacy Project; or usual classroom practice. Suggest that early reading instruction does have a significant impact on early reading strategies. (SG)

Descriptors: Beginning Reading, Case Studies, Early Reading, Phoneme Grapheme Correspondence, Primary Education, Reading Instruction, Reading Strategies

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