This study examined a combined reading curriculum (CRC) containing all the essential reading components of phonemic awareness, phonics, spelling, vocabulary, fluency, and comprehension. The CRC combines a word study curriculum with a specifically designed supplemental reading curriculum
to create a developmental, systematic, and comprehensive reading program. Spelling and Reading scores were examined for 88 first-graders. 44 students, 22 EL and 22 NonEL, were selected from both a treatment and comparison school. Results indicated that both EL and NonEL students who used the
CRC made significant gains in spelling and reading. Results showed significant reading improvement gains that were 54% greater for EL students and 60% greater for NonEL students. Results suggest the effectiveness of combining reading components as an effective approach to reading instruction,
and the CRC as a model for curricula design.
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Document Type: Research Article
June 15, 2020
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Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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