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Peer reviewedMoran, Heather; And Others – British Journal of Special Education, 1996
Using a personalized word association method, six children with persistent reading difficulties in two British elementary schools were instructed in recognizing 100 common words. All children made significant progress, with the most progress made by those who originally had the smallest sight vocabularies. Students who devised their own sentences…
Descriptors: Beginning Reading, Foreign Countries, Instructional Effectiveness, Primary Education
