Literaturnachweis - Detailanzeige
| Autor/inn/en | David, Ann D.; Consalvo, Annamary; Grote-Garcia, Stephanie; Burke, Amy; Jansky, Katrina; Semingson, Peggy |
|---|---|
| Titel | Teaching Goldilocks to Read: Too Much, Too Little, or the Just Right Amount of Phonics? |
| Quelle | In: English in Texas, 50 (2020) 1, S.42-49 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0425-0508 |
| Schlagwörter | Teaching Methods; Reading Instruction; Phonics; Educational Policy; Educational History; Reading Research; Learning Processes; Advocacy; Student Characteristics; Kindergarten; Elementary School Students; Teacher Attitudes; State Standards; State Legislation; Texas; Texas Essential Knowledge and Skills |
| Abstract | This article discusses the current contradictory policies surrounding the push for phonics instruction in Texas schools. Focusing on this current iteration of the reading wars, this article seeks to help teachers develop a historical context for reading instruction, review existing research on learning to read, and turn that knowledge into practical strategies for advocating for a comprehensive approach to literacy. (As Provided). |
| Anmerkungen | Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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