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Direct linkSchaars, Moniek M.; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…
Descriptors: Decoding (Reading), Phonics, Teaching Methods, Reading Instruction
Peer reviewedHoutveen, A. A. M.; Booji, N.; de Jong, R.; Grift, W. J. C. M. van de – School Effectiveness and School Improvement, 1999
Examines effects of adaptive instruction on results of 456 children in the first year of reading instruction at 23 Dutch primary schools. Teachers in the experimental group show significantly higher adaptive instructional behaviors (optimizing time on task and using direct instruction and phonics methods) than control-group teachers. (59…
Descriptors: Foreign Countries, Grade 1, Individualized Instruction, Phonics
Peer reviewedSpaai, Gerard W. G.; And Others – Journal of Educational Research, 1991
Experiments investigated the learning effects of two strategies (whole-word and segmented feedback) in beginning readers. Results from both experiments indicate whole-word sound feedback is more helpful than segmented feedback. (SM)
Descriptors: Beginning Reading, Feedback, Foreign Countries, Grade 1
