Publication Date
12-1-2000
Abstract
The purpose this study was to explore the effectiveness of word boxes phonics instruction on beginning first-grade children's word identification and spelling performance. Forty-eight children were randomly selected to participate in either the word boxes instruction condition or a more traditional phonics condition. All children were administered a word identification and spelling pretest. At the completion of experimental conditions, children were administered word identification and spelling posttest and transfer measures.
Recommended Citation
Joseph, L. M. (2000). Using Word Boxes as a Large Group Phonics Approach in a First Grade Classroom. Reading Horizons: A Journal of Literacy and Language Arts, 41 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol41/iss2/4
