Word identification strategies in context of a gain and no‐gain remedial reading group

Abstract

Two‐hundred seventy‐three responses to test words in context were analyzed to determine which word identification strategies were being used by students who made gains in a remedial reading program. Responses consisting of real and pseudowords came from pre‐ and post‐test situations. Results showed that during the course of the program the gain group became more analytical and used larger grapheme units in producing real word responses. Both groups, however, had internalized the meaningfulness of words in context since too few pseudowords for analysis occurred at post‐test time.