Descriptor
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
Audience
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Does not meet standards | 3 |
Peer reviewedMcGuinness, Diane; And Others – Reading Research Quarterly, 1995
Trains 94 first graders using a structured phonological reading method emphasizing English phonology and phoneme/grapheme correspondence. Compares to a control group who received a whole-language-plus-phonics approach. Notes that children in all groups improved their phonological awareness by the same amount. Concludes that phonological awareness…
Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phoneme Grapheme Correspondence
Peer reviewedUnderwood, Jean – Journal of Research in Reading, 2000
Presents evidence of learning outcomes in reading from the use of software incorporating two very different styles of learning, structured sub-skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but which both heavily exploit multimedia presentation. Shows that current debates about whole-word versus…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Elementary Education, Integrated Learning Systems
Peer reviewedTraweek, Dean; Berninger, Virginia – Learning Disability Quarterly, 1997
This study compared two beginning reading programs, Integrated Reading-Writing (IR-W) and DISTAR in comparable urban schools with students "at risk" for literacy problems. Although the two programs resulted in comparable gains in word recognition and overall reading achievement by the end of first grade, children in IR-W tended to…
Descriptors: Beginning Reading, Comparative Analysis, Early Intervention, Educationally Disadvantaged
