Descriptor
| Phonics | 2 |
| Word Recognition | 2 |
| Children | 1 |
| Educational Psychology | 1 |
| Grade 2 | 1 |
| Letters (Alphabet) | 1 |
| Literacy Education | 1 |
| Orthographic Symbols | 1 |
| Pretests Posttests | 1 |
| Primary Education | 1 |
| Reading Research | 1 |
| More ▼ | |
Author
| Abbott, Robert D. | 2 |
| Abbott, Sylvia P. | 1 |
| Berninger, Virginia M. | 1 |
| Berninger, Virginia W. | 1 |
| Brooks, Allison | 1 |
| Graham, Steve | 1 |
| Hart, Teresa M. | 1 |
| Reed, Elizabeth | 1 |
| Rogan, Laura | 1 |
| Vaughan, Katherine | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedHart, Teresa M.; Berninger, Virginia M.; Abbott, Robert D. – School Psychology Review, 1997
Multi-level hierarchical linear modeling was used to compare growth curves for children receiving instruction aimed at single orthographic-phonological connections. Growth rate on phonics probes was significantly faster for the group receiving multiple-connections treatment. Urges school psychologists to recommend multiple strategies for helping…
Descriptors: Children, Phonics, Pretests Posttests, Reading Research
Peer reviewedBerninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Brooks, Allison; Abbott, Sylvia P.; Rogan, Laura; Reed, Elizabeth; Graham, Steve – Journal of Educational Psychology, 1998
Poor spellers in second grade (N=128) participated in sessions that included direct instruction in the alphabet principle, modeling of different approaches for developing connections between spoken and written words, and practice in composing. Results of this multilayered approach are discussed, including evidence that training in spelling…
Descriptors: Educational Psychology, Grade 2, Letters (Alphabet), Literacy Education
