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ERIC Number: EJ611076
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0360-9170
"Direct, Explicit, and Systematic"--Bad Reading Science.
Coles, Gerald
Language Arts, v77 n6 p543-45 Jul 2000
Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research, teaching, learning, and children. (SR)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A