Abstract
The aim of this study was to determine whether the Reading Recovery program would be more effective if systematic instruction in phonological recoding skills were incorporated into the program. First-grade at-risk readers were divided into 3 matched groups of 32 children each: a modified Reading Recovery group, a standard Reading Recovery group, and a standard intervention group. The children in the modified Reading Recovery group received explicit code instruction involving phonograms. Results indicated that although both Reading Recovery groups achieved levels of reading performance required for discontinuation of the program, the modified Reading Recovery group reached these levels of performance much more quickly
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