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| Reading Instruction | 4 |
| Spelling | 4 |
| Phonics | 3 |
| Reading Research | 3 |
| Word Recognition | 2 |
| Beginning Reading | 1 |
| Cognitive Processes | 1 |
| Cognitive Style | 1 |
| Elementary Education | 1 |
| Kindergarten | 1 |
| Language Patterns | 1 |
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| Reading World | 4 |
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| Burton, Elizabeth | 1 |
| Emans, Robert | 1 |
| Groff, Patrick | 1 |
| Harms, Jeanne McLain | 1 |
| Mazurkiewicz, Albert J. | 1 |
| Sinatra, Richard | 1 |
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| Journal Articles | 1 |
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Peer reviewedMazurkiewicz, Albert J. – Reading World, 1978
Examines research on phoneme-grapheme correspondences in relation to the validity of certain phonic generalizations and concludes with implications for reading and spelling instruction. (JM)
Descriptors: Phoneme Grapheme Correspondence, Phonics, Reading Instruction, Research
Peer reviewedGroff, Patrick – Reading World, 1972
Descriptors: Linguistics, Phonemics, Phonetic Analysis, Phonics
Peer reviewedEmans, Robert; Harms, Jeanne McLain – Reading World, 1973
Descriptors: Elementary Education, Language Patterns, Phonics, Reading Instruction
Peer reviewedBurton, Elizabeth; Sinatra, Richard – Reading World, 1984
Concludes that early readers would profit from maximal contrast, high frequency words as first reading experiences. (FL)
Descriptors: Beginning Reading, Cognitive Processes, Cognitive Style, Kindergarten
