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ERIC Number: EJ1073096
Record Type: Journal
Publication Date: 2008-Dec
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1037-2911
Re-Evaluating the Significance of Phonemic Awareness and Phonics in Literacy Teaching: The Shared Role of School Counsellors and Teachers
Wilson, Julie; Colmar, Susan
Australian Journal of Guidance and Counselling, v18 n2 p89-105 Dec 2008
This article examines recent research and developments relating to the role of phonemic awareness and phonics in early literacy education and the relevance of these findings for school counsellors and teachers. It defines and reviews the role of phonemic awareness and phonics in theoretical models of reading processes, including whole-language, code-based and balanced literacy programs, to determine the varying degrees of significance attributed to these components in early reading instruction. It critically reviews recent national and international government research, reports and recommendations to examine how phonemic awareness and phonics are conceptualised and translated into educational policy. In doing so, the article highlights the need for establishing a comprehensive and explicit theoretical and practical framework for the teaching of phonemic awareness and phonics, and a thorough analysis of the range of traditional and contemporary methods of teaching phonemic awareness and phonics in the classroom. The importance of school counsellors having a greater understanding of research about contemporary best practices in literacy education, and a key role, in partnership with teachers, in ensuring such knowledge is put into practice, is emphasised.
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A