Abstract
Abstract Investigating two reading training procedures, the linguistic or part‐word approach based upon graphic‐phonic relationships and the whole or sight word training, in five year old rural disadvantaged children. Significant differences between the means of the linguistic based and whole word training groups were indicated. Graphic phonic training had significantly greatly facilitating effects on transfer that did whole word training. No significant differences between the sexes either on the number of trials to criterion in phases 1 and 2, or on the graphic‐phonic and whole word training approaches were observed.
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