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Peer reviewedLie, Alfred – Reading Research Quarterly, 1991
Investigates the long-term effects of daily training sessions in word analysis (phoneme isolation or positional treatment versus phoneme segmentation or sequential treatment) on 10 first grade classes in Norway. Concludes that both forms of phonological training had a facilitating effect on reading and spelling. Suggests that lower ability…
Descriptors: Beginning Reading, Classroom Research, Foreign Countries, Grade 1
