Abstract
A comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits.
| Original language | English |
|---|---|
| Pages (from-to) | 100-109 |
| Journal | Education 3-13 |
| Volume | 41 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1 Jan 2013 |
Keywords
- teaching reading
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