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| Applied Psycholinguistics | 2 |
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Peer reviewedThompson, G. Brian; Fletcher-Flinn, Claire M.; Cottrell, David S. – Applied Psycholinguistics, 1999
Three studies examined sources of learning by which children, very early in learning to read, formed correspondences between letters and phonemes when these were not explicitly taught in the whole-language instruction they received. Findings of these studies have implications for the question of how early in learning to read children are able to…
Descriptors: Beginning Reading, Early Childhood Education, Encoding (Psychology), Foreign Countries
Peer reviewedBruck, Maggie; Teiman, Rebecca; Caravolas, Marketa; Genesee, Fred; Cassar, Marie – Applied Psycholinguistics, 1998
The spelling skills of grade three children who had received whole-language instruction since they began to learn to read were compared with those of grade three children attending a phonics program. Overall, the phonics group produced more accurate word spellings than the whole-language group. In addition, the phonics children's spelling of…
Descriptors: Comparative Analysis, Grade 3, Graphemes, Invented Spelling
