There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

人们越来越认识到有必要结束一种有关阅读指导的辩论，而希望采用一种方法，该方法应为语音和其他基础语言技能奠定坚实的基础，以成为专家读者。我们通过提供主要针对书面代码或发展知识的特定教学效果的证据来推进这一议程。在一项1年级计划评估研究中，将一个以代码为基础的重点广泛的综合性计划称为“全民阅读（RfA）”，将其与涉及Dialogic阅读的以知识为重点的计划进行了比较。仅在一学年开始和结束时以及在一所学校一年后测量音素意识，字母单词识别，废话单词解码，听力理解，阅读理解，书面表达和词汇。结果显示，在第一学年结束时，除了听力理解和RfA计划的词汇外，其他所有措施均得到改善。一年后所有措施均保持了这些收益，但书面表达有所改善。对话阅读小组与较低社会经济背景下学校的词汇量有了特定的提高。在第一年末，RfA的得分高于Dialogic Reading组，在无意义单词解码，语音意识和书面表达方面，后者的差异在一年后仍然很明显。结果提供了需要干预以支持单词识别和语言理解以提高阅读理解水平的证据。