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Differing effects of two synthetic phonics programmes on early reading development
Laura R. Shapiro
*
, Jonathan Solity
*
Corresponding author for this work
School of Psychology
College of Health and Life Sciences
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peer-review
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Keyphrases
Early Reading Development
100%
Phonological Awareness
100%
Synthetic Phonics
100%
Early Reading
62%
Reading Research
50%
Word Reading
37%
Exception Words
37%
School Entry
37%
Consistent Mapping
25%
Frequent Words
25%
First Year
12%
Group Differences
12%
Potential Gains
12%
Phonological Reading
12%
Reading Instruction
12%
Close Relationships
12%
Reading Measures
12%
Reading Achievement
12%
Sound Mapping
12%
Letter Sounds
12%
School Year
12%
Arts and Humanities
Early reading
100%
Phonological Awareness
100%
Phonics
100%
Sound
87%
Exceptions
37%
Word reading
37%
English
12%
Blends
12%
Close relationships
12%
Group Difference
12%
school year
12%
Social Sciences
Reading Development
100%
Reading Research
100%
English
25%
Close Relationship
25%
Psychology
Reading Development
100%
Phonological Awareness
100%
Close Relationship
12%