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ERIC Number: ED452486
Record Type: Non-Journal
Publication Date: 2001-Feb-28
Pages: 9
Abstractor: N/A
Reference Count: N/A
Assessing Student Achievement in Phonics.
Ediger, Marlow
Students individually need to experience success in reading, be it a systematic approach in phonics or in whole language procedures. Quality action research, conducted within the local school/school system, needs to be conducted to notice which of these two procedures of reading instruction best meets student needs. Each student needs to achieve optimally in reading. Phonics instruction in a systematic approach has many advocates. A separate time each day is provided for the teaching of primary grade phonics. Toward the other end of the continuum, phonics is taught as needed within the story content read. The pros and cons of each approach are evaluated in this paper. (Contains 11 references.) (Author/NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A