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In a quasi‐experimental study, kindergarten teachers taught children mnemonic stories to orient the confusable letters b and d. In the first week's stories, intervention teachers introduced the left‐to‐right sequence of features for these letters with “the bat hits the ball” and “a dime rolls up to a domino.” The second week's stories dramatized how to print these letters efficiently. Comparison teachers...
Learning irregular words involves mental marking of irregular letters in the spelling, a process not fully understood. In a within‐subjects experiment, we manipulated the type of scaffolding given to beginning readers to evoke mental marking. We pretested to sort 103 kindergarten and first‐grade participants into sequential decoders, who decode letter by letter, and hierarchical decoders, who recognise...
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