Jana Leggett

Supplemental material, sj-png-1-clt-10.1177_02656590211014246 for Evidence for complementary effects of code- and knowledge-focused reading instruction by Meghan Vollebregt, Jana Leggett, Sherry Raffalovitch, Colin King, Deanna Friesen and Lisa MD Archibald in Child Language Teaching and Therapy

Supplemental material, sj-png-2-clt-10.1177_02656590211014246 for Evidence for complementary effects of code- and knowledge-focused reading instruction by Meghan Vollebregt, Jana Leggett, Sherry Raffalovitch, Colin King, Deanna Friesen and Lisa MD Archibald in Child Language Teaching and Therapy

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were m...