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\nskill, the effects of variant vs. contiguous presentations of grapheme-phoneme correspondences
\nas part of a teaching program have not been examined. A variant presentation is one in which
\nthere is a mismatch between the letter and sound or sound and letter correspondences and a
\ncontiguous representation is one in which there is a consistent match between the letter and
\nsound information. Three 10 hour interventions were designed to determine the effects of two
\nvariant and one contiguous presentation of grapho-phonological information on five measures of
\nreading and four measures of spelling.The Contiguous intervention class significantly (p<0.05)
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\ngrapho-phonological information contributes to reading and spelling outcomes more than variant
\npresentations.
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