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ERIC Number: EJ549018
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0036-6439
Whose Claims Are Valid?
Allington, Richard L.
School Administrator, v54 n8 p32-34 Sep 1997
Although converging evidence favors fostering phonemic segmentation and phonic decoding knowledge in the primary grades, there is little agreement on best ways to accomplish these goals. The well-documented importance of teacher expertise is often ignored. Administrators evaluating reading programs should exercise considerable skepticism and consumer awareness and weigh evidence from peer-reviewed journals, comparability factors, and "compellingness" criteria. (MLH)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A