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Peer reviewedBackman, Joan; And Others – Journal of Experimental Child Psychology, 1984
Examines the development of word recognition skills of 80 school children (grades two-four). Good beginning readers rapidly learn to recognize high frequency words from visual input alone and simultaneously expand and consolidate spelling sound correspondences. Younger and poor readers rely more on phonological information in word decoding.…
Descriptors: Beginning Reading, Elementary School Students, Grade 2, Grade 3
