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Direct linkChen, Victoria; Savage, Robert S. – Journal of Research in Reading, 2014
This study examines the effects of teaching common complex grapheme-to-phoneme correspondences (GPCs) on reading and reading motivation for at-risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in…
Descriptors: Reading Instruction, Phoneme Grapheme Correspondence, Reading Improvement, Student Motivation
