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Peer reviewed Peer reviewed
ERIC Number: EJ579277
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0034-0561
Whole-to-Part Phonics Instruction: Building on What Children Know to Help Them Know More.
Moustafa, Margaret; Maldonado-Colon, Elba
Reading Teacher, v52 n5 p448-58 Feb 1999
Reviews research on the question of how to best teach letter-sound correspondences in beginning reading instruction. Describes a new, child-friendly, research-based way of teaching letter-sound correspondences to English- and Spanish-speaking children, which is not only explicit, systematic, and extensive, but also context embedded and meaningful. (SR)
Descriptors: Beginning Reading, Emergent Literacy, English, Phoneme Grapheme Correspondence, Phonics, Primary Education, Reading Instruction, Spanish
Publication Type: Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Direct Instruction; Shared Reading