Study Results Challenge Commonly Held Reading Instruction Beliefs

‘Access Code’ and Varied Practice Model help students better learn crucial reading skills, researchers find

IOWA CITY, Iowa (Dec. 18, 2012) – A study that will be published in the January 2013 edition of the Developmental Psychology journal shows greater variation is critical to students’ reading development. This is a deviation from long-held beliefs about the effectiveness of the traditional instructional approach, which is based on the similarity of words and letters. Researchers used a version of Access Code, the first program to apply the Varied Practice Model to...

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About the Author:

Laura Ascione

Laura Ascione is the Managing Editor, Content Services at eSchool Media. She is a graduate of the University of Maryland's prestigious Philip Merrill College of Journalism. When she isn't wrangling her two children, Laura enjoys running, photography, home improvement, and rooting for the Terps. Find Laura on Twitter: @eSN_Laura