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...