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Foorman, Barbara R.; And Others – 1989
A year-long study examined how phonics or whole word instruction affected first graders' progress in reading and spelling words. Subjects, 80 Houston, Texas students of average reading and intellectual abilities from three classrooms receiving phonics instruction and three classrooms receiving whole word instruction, were administered a phonemic…
Descriptors: Beginning Reading, Comparative Analysis, Grade 1, Oral Reading
