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The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions

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Abstract

Beginning readers' reported word identificationstrategies for identifying unfamiliar words intext were examined in relation to readingachievement, reading-related skills, andacademic self-perceptions. Children who wereparticipating in a three-year longitudinalstudy of reading acquisition in a wholelanguage instructional context were placed intwo groups according to their reported wordidentification strategies obtained towards theend of their first year of schooling. Resultsindicated that children who reported usingword-based strategies showed superior readingand reading-related performance, and reportedmore positive self-efficacy beliefs in readingand more positive academic self-concepts thanchildren who reported using text-basedstrategies. The results are discussed in termsof predictions stemming from the differenttheoretical assumptions about readingacquisition that underlie the code-emphasis andwhole language approaches to beginning readinginstruction.

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Tunmer, W.E., Chapman, J.W. The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing 15, 341–358 (2002). https://doi.org/10.1023/A:1015219229515

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