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| Comparative Analysis | 2 |
| Grade 1 | 2 |
| Phonics | 2 |
| Beginning Reading | 1 |
| Grade 2 | 1 |
| Kindergarten | 1 |
| Measures (Individuals) | 1 |
| Oral Reading | 1 |
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| Journal of Educational… | 1 |
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| Foorman, Barbara R. | 2 |
| Carlson, Coleen D. | 1 |
| Fletcher, Jack M. | 1 |
| Francis, David J. | 1 |
| Schatschneider, Christopher | 1 |
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Foorman, Barbara R.; And Others – 1989
A year-long study examined how phonics or whole word instruction affected first graders' progress in reading and spelling words. Subjects, 80 Houston, Texas students of average reading and intellectual abilities from three classrooms receiving phonics instruction and three classrooms receiving whole word instruction, were administered a phonemic…
Descriptors: Beginning Reading, Comparative Analysis, Grade 1, Oral Reading
Peer reviewed
Direct linkSchatschneider, Christopher; Fletcher, Jack M.; Francis, David J.; Carlson, Coleen D.; Foorman, Barbara R. – Journal of Educational Psychology, 2004
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction…
Descriptors: Grade 1, Grade 2, Measures (Individuals), Kindergarten
