The proposal that phonological work benefits reading most when linked to reading instruction. A matched-group intervention found greater reading progress for integrated work, even though phonology-only work particularly improved phonological tasks.[ref]
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis by Peter J. Hatcher and others. Child Development 65, 41–57; matched groups of seven-year-old poor readers, reading/phonology/combined/control conditions
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