Articles that cite this article:

Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms

Karin L. Dahl

Patricia L. Scharer

Lora L. Lawson

Patricia R. Grogan

Articles that cite this article (and are available online) include:

Christensen, C., & Bowey, J. (2005). The Efficacy of Orthographic Rime, Grapheme-Phoneme Correspondence, and Implicit Phonics Approaches to Teaching Decoding Skills. Scientific Studies of Reading, 9, 327. doi:10.1207/s1532799xssr0904_1

Cole, A.D. (2006). Scaffolding Beginning Readers: Micro and Macro Cues Teachers Use During Student Oral Reading. The Reading Teacher, 59, 450. doi:10.1598/RT.59.5.4

Mesmer, H.E., & Griffith, P.L. (2005). Everybody's Selling It—But Just What Is Explicit, Systematic Phonics Instruction?. The Reading Teacher, 59, 366. doi:10.1598/RT.59.4.6

Pasa, L. (2005). Educational Influence on Reading and Spelling: A Comparative Study of Three French First-Grade Classes. L1-Educational Studies in Language and Literature, 5, 403. doi:10.1007/s10674-005-4492-7

Tivnan, T., & Hemphill, L. (2005). Comparing Four Literacy Reform Models in High‐Poverty Schools: Patterns of First‐Grade Achievement. The Elementary School Journal, 105, 419. doi:10.1086/431885