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Direct linkGeorgiou, George K.; Savage, Robert; Dunn, Kristy; Bowers, Peter; Parrila, Rauno – Journal of Research in Reading, 2021
Background: The purpose of this study was to examine the effects of Structured Word Inquiry (SWI; an orthography intervention with a focus on morphology and how morphology interrelates with phonology and etymology) and Simplicity intervention (a novel phonics intervention) on the reading and spelling skills of persistently poor Grade 3 readers.…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Intervention
Peer reviewedSavage, Robert – Journal of Research in Reading, 2001
Considers Goswami's (1999) review of available evidence for and against the role of phonological rime awareness and analogy theory, concluding much of the evidence fits an alternative (non-rime) interpretation. Explores implications from this evidence for teaching and the role of rime analogy should play in the British National Curriculum. (SG)
Descriptors: Beginning Reading, British National Curriculum, Curriculum Design, Primary Education
Savage, Robert; Carless, Sue – Journal of Research in Reading, 2004
The present study sought to extend a recent study by Savage, Carless and Stuart, by looking at the pre-test phonological skills that predicted improvements in letter-sound knowledge and nonword reading. Results showed overall that phoneme manipulation predicted improvements in nonword reading and letter-sound knowledge even when pre-test scores on…
Descriptors: Phoneme Grapheme Correspondence, Teaching Methods, Reading Skills, Decoding (Reading)
