Catherine G. Penney
Teaching Decoding Skills to Poor Readers in High School
Memorial University of Newfoundland
thirtythree poor readers participated experimental test method teach decoding skills twentyone students experimental condition given approximately 18 sessions individual tutoring practiced associations letter patterns pronunciations pronounceable parts words control group 12 students remained class instead receiving tutoring program standardized tests word identification word attack passage comprehension administered tutoring program analyses covariance used compare performance experimental control participants reading measures students experimental group showed greater improvements measures students control condition effects initial scores statistically controlled