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Peer reviewed Peer reviewed
ERIC Number: EJ573309
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0034-0561
Where's the Phonics? Making a Case for Its Direct and Systematic Instruction.
Groff, Patrick; Lapp, Diane; Flood, James
Reading Teacher, v52 n2 p138-44 Oct 1998
Disagrees with an earlier article in this journal about the dispute among reading-instruction specialists as to how phonics is best taught. Argues for direct and systematic phonics instruction. Presents a response to Groff, agreeing that children need explicit phonics instruction but arguing that an instructional approach that acknowledges the effects of context is essential. Includes Groff's reply. (SR)
Descriptors: Beginning Reading, Context Effect, Instructional Design, Instructional Effectiveness, Phonics, Primary Education, Reading Instruction, Reading Skills
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Direct Instruction
Note: See EJ 548 863 for the original article.