Evidence for complementary effects of code- and knowledge-focused reading instruction

There is growing recognition of the need to end debate regarding reading instruction in favor an approach that provides a solid foundation phonics and other underlying language skills become expert readers. We advance this agenda by providing evidence specific effects focused primarily on written code or developing knowledge. In grade 1 program evaluation study, inclusive comprehensive with greater code-based focus called Reading for All (RfA) was compared knowledge-focused involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense decoding, listening comprehension, expression vocabulary were measured at beginning school year, one year after only. Results revealed improvements all measures except comprehension RfA first year. These gains maintained later exception improvement expression. The group associated schools from lower socioeconomic contexts. Higher scores observed than groups phonological awareness expression, differences latter two remaining significant later. results provide interventions support both linguistic better comprehension.