Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches in Greek

• Published in: European journal of psychology of education Vol. 16; no. 4; pp. 549 - 568
• Main Author: Papadopoulos, Timothy C.
• Format: Journal Article
• Language: English
• Published: Lisboa I.S.P.A. / Instituto Superior de Psicologia Aplicada 01.12.2001; Instituto Superior de Psicologia Aplicada; Springer Nature B.V
• Subjects: Beginning Reading; Children; Cognitive processes; Comparative Analysis; Curriculum subjects: programmes and methods; Cyprus; Decoding; Early Reading; Educational Research; Educational sciences; Educational Strategies; Elementary Education; Elementary School Students; Foreign Countries; Grade 1; Grapheme Phoneme Correspondence; Greece; Greek; Higher Education; Interrogative sentences; Orthographies; Phonemes; Phonological Awareness; Phonology; Reading; Reading Acquisition; Reading Instruction; Reading Skills; Reading, writing; Teaching Methods; Whole Language Approach; Word Recognition; Words; Greece; Cyprus; Teaching method; Phonology; Reading; Modern Greek; Cognitive psychology

This study examined whether phonological and cognitive tasks correlate with beginning reading acquisition in Hellenic populations under two different instructional approaches: a whole language approach supplemented by implicit coding instruction through incidental learning, as used in Cyprus, versus...