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Peer reviewedByrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1993
Follow-up evaluation data were collected after one year on a program to teach young children about phonemic structures. Results with 63 experimental subjects in first grade and 56 controls indicate that children who enter school with advanced phonemic awareness score high on measures of word identification, decoding, and spelling. (SLD)
Descriptors: Control Groups, Decoding (Reading), Experimental Groups, Followup Studies
