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In many elementary developmental reading programs, the areas of word attack and comprehension traditionally receive major attention with respect to reading skills instruction. In some other cases there is much emphasis with respect to phonics and other forms of decoding with less priority given to comprehension. Typically, the skill area receiving the least amount of importance is that of reference study skills since it is assumed by some teachers that if a student is efficient in word attack and comprehension, he/she will naturally transmit these skills to assignments dealing with library resources.

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