Instruction, development, and achievement of struggling primary grade readers

Abstract

Abstract This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no model or program proved more effective for the learning of phonics in the first grade after one year of instruction. However, when observed after the second year of instruction, these children seemed to achieve differently on reading comprehension measures.