Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 1 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 1 |
Descriptor
| Alphabets | 1 |
| Context Effect | 1 |
| Decoding (Reading) | 1 |
| Elementary School Teachers | 1 |
| English | 1 |
| Foreign Countries | 1 |
| Grade 1 | 1 |
| Higher Education | 1 |
| Phoneme Grapheme… | 1 |
| Phonemic Awareness | 1 |
| More ▼ | |
Source
| Journal of Philosophy of… | 1 |
Author
| Davis, Andrew | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Higher Education | 1 |
Audience
Showing one result
Peer reviewed
Direct linkDavis, Andrew – Journal of Philosophy of Education, 2012
In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component "skills" of reading, an assumption vigorously contested in this paper, it…
Descriptors: Foreign Countries, Higher Education, Reading Instruction, Teaching Methods
