ERIC Number: EJ1105415
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Learning to Be Literate: Insights from Research for Policy and Practice
Clark, Margaret M.
Improving Schools, v19 n2 p129-140 Jul 2016
This article presents an overview of literacy teaching and learning, based on the author's extensive research and, in particular, the recently revised and extended "Learning to be Literate: Insights from Research for Policy and Practice" (Routledge, 2016). It is set against a background in England in which government policy dictates synthetic phonics as the method of teaching reading, supported by a high-stakes phonics test including nonsense words. The article points to the lack of evidence for such an approach, the complex nature of English orthography and the problems for the increasing number of children not learning to read in their first language.
Descriptors: Educational Practices, Educational Policy, Educational Research, Literacy, Teaching Methods, Phonics, Reading Instruction, Evidence, Native Language Instruction, English (Second Language), Early Reading, Reading Writing Relationship, Compensatory Education, Word Frequency, Adult Literacy, Foreign Countries
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A