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• W2021901432 abstract "First, second, and third graders (N = 102) who had completed from 1 to 3 years of literacy instruction in other schools and had experienced failure entered a private school for struggling readers and received instruction in either of 2 types of systematic phonics programs over a 4-year period. One group received a keyword analogy method (KEY) that taught them to decode words by analogy to 120 keywords. The other group received KEY enriched with instruction in grapho-phonemic analysis (KEY-PLUS). Results showed that students receiving KEY-PLUS read and spelled words significantly better during the first 2 years of instruction than students receiving the KEY method. The same differences remained evident, although not significant, during Years 3 and 4. The programs did not differentially improve reading comprehension. Some effects of IQ were found. Results are consistent with developmental theories indicating the foundational importance of grapho-phonemic analysis for retaining written words in memory to facilitate word reading and spelling." @default.
• W2021901432 created "2016-06-24" @default.
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• W2021901432 date "2009-03-25" @default.
• W2021901432 modified "2023-10-11" @default.
• W2021901432 title "Grapho-Phonemic Enrichment Strengthens Keyword Analogy Instruction for Struggling Young Readers" @default.
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• W2021901432 doi "https://doi.org/10.1080/10573560802683549" @default.
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