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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
