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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Memory and linguistic demands of the Token Test (Pham et al., 2022) ... Pham, Theresa; Bardell, Taylor E.; Vollebregt, Meghan. - : ASHA journals, 2022 BASE Show details 2 Memory and linguistic demands of the Token Test (Pham et al., 2022) ... Pham, Theresa; Bardell, Taylor E.; Vollebregt, Meghan. - : ASHA journals, 2022 BASE Show details 3 Evidence for complementary effects of code- and knowledge-focused reading instruction ... Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry. - : SAGE Journals, 2021 BASE Show details 4 Evidence for complementary effects of code- and knowledge-focused reading instruction ... Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry; King, Colin; Friesen, Deanna; Lisa MD Archibald. - : SAGE Journals, 2021 Abstract: There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures ... Keyword: 130312 Special Education and Disability; 170199 Psychology not elsewhere classified; 200399 Language Studies not elsewhere classified; Education; FOS Educational sciences; FOS Languages and literature; FOS Psychology URL: https://dx.doi.org/10.25384/sage.c.5425684 https://sage.figshare.com/collections/Evidence_for_complementary_effects_of_code-_and_knowledge-focused_reading_instruction/5425684 BASE Hide details 5 sj-png-1-clt-10.1177_02656590211014246 – Supplemental material for Evidence for complementary effects of code- and knowledge-focused reading instruction ... Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry. - : SAGE Journals, 2021 BASE Show details 6 sj-png-2-clt-10.1177_02656590211014246 – Supplemental material for Evidence for complementary effects of code- and knowledge-focused reading instruction ... Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry. - : SAGE Journals, 2021 BASE Show details 7 sj-png-2-clt-10.1177_02656590211014246 – Supplemental material for Evidence for complementary effects of code- and knowledge-focused reading instruction ... Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry. - : SAGE Journals, 2021 BASE Show details 8 sj-png-1-clt-10.1177_02656590211014246 – Supplemental material for Evidence for complementary effects of code- and knowledge-focused reading instruction ... Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry. - : SAGE Journals, 2021 BASE Show details

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