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Direct linkMcGeown, Sarah P.; Medford, Emma – Reading and Writing: An Interdisciplinary Journal, 2014
This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73…
Descriptors: Reading Instruction, Teaching Methods, Early Reading, Phonics
Holmes, Virginia M.; Babauta, Mariko L. – Reading and Writing: An Interdisciplinary Journal, 2005
Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise…
Descriptors: Reading Skills, Spelling, Neuropsychology, Memory
