Development of beginning reading: A study in word recognition during the first primary school year.

<p>In this dissertation, which is concerned with the development of beginning reading, the following overarching question was formulated: How does word recognition of primary school pupils develop during the first grade with a Direct Instruction (DI) approach and with a Guided Co-Construction (GCC) approach, and which factors influence children’s beginning reading development? This overarching question implies among other things the following three research questions:</p><p>1) Which instructional approach is more effective to stimulate the development of beginning reading in grade 1: Direct Instruction or Guided Co-Construction?<br>2) Which kindergarten pre-literacy skills are important for the development of children’s word recognition?<br>3) And finally, how does word recognition of first grade pupils develop?<br>To answer these questions we have examined the development of word recognition of 178 first grade pupils in a longitudinal study.</p>