| Abstract: | Reports errors in the original article by B. R. Foorman et al (Journal of Educational Psychology, 1998, Vol 901], 37–55). On page 39, Table 1 incorrectly lists the curriculum of the second-grade classroom in School 3 as IC-R; the correct curriculum of the second-grade classroom in School 3 is EC. Table 1 incorrectly indicates 3 classrooms in School 4; there are 4 classrooms in School 4. (The following abstract of this article originally appeared in record 1998-00166-004.) First and 2nd graders (N?=?285) receiving Title 1 services received 1 of 3 kinds of classroom reading programs: direct instruction in letter–sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound–spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction improved in word reading at a faster rate and had higher word-recognition skills than those receiving implicit code instruction. Effects of instructional group on word recognition skills were moderated by initial levels of phonological processing and were most apparent in children with poorer initial phonological processing skills. Group differences in.... (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
