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| Reading Strategies | 2 |
| Sight Method | 2 |
| Beginning Reading | 1 |
| Conventional Instruction | 1 |
| Dyslexia | 1 |
| Emergent Literacy | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Instructional Effectiveness | 1 |
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| Reading and Writing: An… | 2 |
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| Fletcher-Flinn, Claire M. | 1 |
| Frost, Stephen J. | 1 |
| Shankweile, Donald | 1 |
| Sowden, Paul Timothy | 1 |
| Stevenson, Jim | 1 |
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| Journal Articles | 2 |
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Peer reviewedSowden, Paul Timothy; Stevenson, Jim – Reading and Writing: An Interdisciplinary Journal, 1994
Finds no evidence to counter the assumption that reading begins with a logographic stage; teaching method had a significant impact on children's reading strategies; and several children taught using the whole word technique appeared to exhibit letter-by-letter reading. Suggests that letter-by-letter dyslexia might be an extreme form of a strategy…
Descriptors: Beginning Reading, Conventional Instruction, Dyslexia, Instructional Effectiveness
Direct linkFletcher-Flinn, Claire M.; Shankweile, Donald; Frost, Stephen J. – Reading and Writing: An Interdisciplinary Journal, 2004
The Discrepancy Hypothesis posits that children early in the acquisition process read visually (holistically) and spell phonologically. This claim was examined and rejected. We investigated reading and spelling in Grade 1 and Grade 2 children using controlled non-word and word materials with a variety of orthographic patterns. While reading and…
Descriptors: Reading Skills, Spelling, Emergent Literacy, Grade 1
