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Peer reviewedFoorman, Barbara R.; And Others – Journal of Educational Psychology, 1991
Eighty children in first grade classes differing in the amount of letter-sound instruction daily were administered tests of phonemic segmentation, reading, and spelling three times during the year. No classroom differences in phonemic segmentation were found, but classrooms with more letter-sound instruction showed more spelling and reading…
Descriptors: Achievement Gains, Beginning Reading, Classroom Techniques, Elementary School Students
