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Peer reviewedBerninger, Virginia W.; Abbott, Robert D.; Zook, Dori; Ogier, Stacy; Lemos-Britton, Zenia; Brooksher, Rebecca – Journal of Learning Disabilities, 1999
Forty-eight first-grade children with reading difficulties were taught 48 words using a whole-word method, a subword method for making connections between each color-coded spelling unit and its corresponding phonemes, or a combined whole-word and subword method. The subword method showed a reliable advantage on a test of real word reading.…
Descriptors: Grade 1, Phoneme Grapheme Correspondence, Phonetics, Primary Education
