The First-Grade Studies: A personal reflection

Reading Research Quarterly

Volumn 32, Issue 4, 1997, Pages 428-432

  Pearson, P David ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040078816     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.32.4.5     Document Type: Article

References (9)

1. CHALL, J. (1967). Learning to read: The great debate. New York: McGraw-Hill.
2. ClARKE, L.K. (1988). Invented versus traditional spelling in first graders' writing: Effects on learning to spell and read. Research in the Teaching of English, 22, 281-309.
3. DYKSTRA, R. (1967). Continuation of the Coordinating Center for first-grade reading instruction programs (Report of Project No. 6-1651). Minneapolis, MN: University of Minnesota.
4. DYKSTRA, R. (1968a). The effectiveness of code- and meaning-emphasis beginning reading programs. The Reading Teacher, 22, 17-23.
5. DYKSTRA, R. (1968b). Summary of the second-grade phase of the Cooperative Research Program in primary reading instruction. Reading Research Quarterly, 4, 49-70.
6. LYON, G.R., & CHHABRA, V. (1996). The current state of science and the future of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 2-9.
7. PRESSLEY, M., RANKIN, J., & YOKAI, L. (1996). A survey of the instructional practices of primary teachers nominated as effective in promoting literacy. Elementary School Journal, 96, 363-384.
8. SIPAY, E. (1968). Interpreting the USOE cooperative reading studies. The Reading Teacher, 22, 10-16.
9. SOUTHGATE, V. (1966). Approaching i.t.a results with caution. Reading Research Quarterly, 1, 35-56.