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Peer reviewed Peer reviewed
ERIC Number: EJ612416
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0013-189X
Response: Misrepresentation of Research by Other Researchers.
Foorman, Barbara R.; Fletcher, Jack M.; Francis, David J.; Schatschneider, Chris
Educational Researcher, v29 n6 p27-37 Aug-Sep 2000
Responds to a critique of an article on the advantage of reading instructional approaches emphasizing explicit instruction in the alphabetic principle for at-risk children. While the critique suggested it was an over-simplistic solution to a complex problem, this response suggests there are some instructional principles that can be used to enhance the reading achievement of at-risk students. (SM)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A