Investigates the long-term effects of daily training sessions in word analysis (phoneme isolation or positional treatment versus phoneme segmentation or sequential treatment) on 10 first grade classes in Norway. Concludes that both forms of phonological training had a facilitating effect on reading and spelling. Suggests that lower ability…

Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…