A balanced approach is best for teaching kids how to read

Riddle, Stewart (2015) A balanced approach is best for teaching kids how to read. The Conversation, 18 February 2015. pp. 1-3.

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Abstract

We all want young children to be given the very best opportunities to become successful, engaged and passionate readers. The teaching of reading is constantly mired, however, in a tired old debate between proponents of 'phonics' (sounding out words) and 'whole language' (which focuses on meaning and using the context to decipher unknown words). This argument is an unhelpful and misleading dichotomy given the evidence actually supports a balanced approach to literacy, which goes well beyond being able to recognise words on a page.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 23 Apr 2015 02:49
Last Modified: 09 Apr 2018 00:16
Uncontrolled Keywords: literacy; reading
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
20 Language, Communication and Culture > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology
URI: http://eprints.usq.edu.au/id/eprint/26769

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