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THIS STUDY examined the role of various word features (e.g., versatile letter combinations) and basal text factors (e.g., word repetitions) in the developing word recognition skills of 93 first-grade students. The relative influence of the word characteristics in two different types of basal series on the acquisition of word identification skills was evaluated several times during the first-grade year. Results indicate that the text children are exposed to early in first grade may differentially shape their word identification strategies.
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Juel et al. (1985) studied this question.
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