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Direct linkRoberts, Theresa A.; Meiring, Anne – Journal of Educational Psychology, 2006
First-grade children's reading, writing, and spelling competencies in 2 different instructional contexts for teaching phonics were examined. Reading, writing, and spelling abilities were measured at the beginning, middle, and end of 1st grade. Children were randomly assigned to 1 of 2 treatments designed to teach grapheme-phoneme correspondences,…
Descriptors: Phonics, Childrens Literature, Reading Comprehension, Spelling
