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Peer reviewedEhri, Linnea C.; Roberts, Kathleen T. – Child Development, 1979
First graders were taught to read words either in printed sentence contexts or printed singly on flash cards. Post-test scores indicated that context-trained children learned more about the semantic identities of printed words, while flash card-trained children could read the words faster and learned more about orthographic forms. (JMB)
Descriptors: Beginning Reading, Comparative Analysis, Elementary School Students, Learning Processes
