ERIC Number: ED455508
Record Type: Non-Journal
Publication Date: 2001-Jul
Reference Count: N/A
Raising the White Flag in the Reading Wars.
This paper discusses the teaching of reading and writing, especially in the early years. The paper argues that if educators cut through the detail of much convergent and some discrepant research findings it is possible to uncover an integrated picture of how children's reading and writing skills develop, and how this development can be promoted. The paper contains three sections: first, it discusses three reasons for the continued debate and controversy about the teaching of reading and writing that seem to obscure the task of identifying effective literacy teaching and learning practices and reaching some common ground; second, it considers three issues that need to be acknowledged and sorted out to be able to discuss generalizable findings on effective practice; and third, it provides a summary of some common findings about effective literacy teaching and learning practices that have been reported recently. The paper concludes with a call for early literacy educators to take a more conciliatory approach that acknowledges points of agreement as well as areas of disagreement, and to adapt their teaching to the needs of specific children. (Contains 26 references.) (NKA)
Descriptors: Foreign Countries, Instructional Effectiveness, Literacy, Primary Education, Reading Instruction, Teaching Methods, Theory Practice Relationship, Writing Instruction
For full text: http://www.cdesign.com.au/aate/aate_papers/alison_jaco b.htm.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia