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Peer reviewedO'Connor, Rollanda E.; Padeliadu, Susana – Reading and Writing: An Interdisciplinary Journal, 2000
Presents a study where 12 poor readers of first grade were randomly assigned to one of two daily tutoring conditions designed to teach children to read regularly spelled short words by either blending sounds to form words, or cumulative introduction of whole words. Finds no initial difference, but finds different results in delayed posttest one…
Descriptors: Grade 1, Phonics, Primary Education, Reading Difficulties
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
Peer reviewedAaron, P. G.; Joshi, R. M.; Ayotollah, Mahboobeh; Ellsberry, Annie; Henderson, Janet; Lindsey, Kim – Reading and Writing: An Interdisciplinary Journal, 1999
Considers the relationship between decoding and sight-word reading. Investigates whether to use the whole-word method or to build decoding skills before introducing sight words. Sets up five goals to address these issues. Concludes that sight-word reading instruction is likely to be successful if decoding skills are firmly established first. (SC)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Reading Difficulties
