<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rightmyer, E. C.</style></author><author><style face="normal" font="default" size="100%">McIntyre, S.</style></author><author><style face="normal" font="default" size="100%">Petrosko, J. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Instruction, development, and achievement of struggling primary grade readers</style></title><secondary-title><style face="normal" font="default" size="100%">Reading Research and Instruction</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Comparative Analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">Grade 1</style></keyword><keyword><style  face="normal" font="default" size="100%">Grade 2</style></keyword><keyword><style  face="normal" font="default" size="100%">Grade 3</style></keyword><keyword><style  face="normal" font="default" size="100%">Grouping (Instructional Purposes)</style></keyword><keyword><style  face="normal" font="default" size="100%">Literacy Education</style></keyword><keyword><style  face="normal" font="default" size="100%">Low Achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">Models</style></keyword><keyword><style  face="normal" font="default" size="100%">phonics</style></keyword><keyword><style  face="normal" font="default" size="100%">Pretests Posttests</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary Education</style></keyword><keyword><style  face="normal" font="default" size="100%">Program Effectiveness</style></keyword><keyword><style  face="normal" font="default" size="100%">reading achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Programs</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching Methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><volume><style face="normal" font="default" size="100%">45</style></volume><abstract><style face="normal" font="default" size="100%">&lt;p&gt;
	This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no model or program proved more effective for the learning of phonics in the first grade after one year of instruction. However, when observed after the second year of instruction, these children seemed to achieve differently on reading comprehension measures.&lt;/p&gt;
</style></abstract><work-type><style face="normal" font="default" size="100%">Elementary</style></work-type><section><style face="normal" font="default" size="100%">209</style></section></record></records></xml>