Phonological and Cognitive Correlates of Word-Reading Acquisition under Two Different Instructional Approaches in Greek.

Examines the relationship between phonological and cognitive tasks with beginning reading acquisition. Uses two teaching techniques for tasks given first-grade students in Cyprus (n=50) and Greece (n=50). Reports differences were revealed in word-decoding accuracy, Greek students showed a higher linguistic ability, and successive processing and phological coding differentiated the Greek from the Cyprus students. (CMK)