Whole-language teachers and phonics: Not "do they?" but "how much is enough?"

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Abstract

The reading debate seems to be moving away from the entrenched positions of "us" versus "them" towards a continuum of process. Teachers in this research were asked to assess three different reading errors, to see if their reactions to the errors reflected their theoretical orientations to the reading process(a skills, decoding or whole language approach to reading).

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Nicholson, T., & Lam, R. (1998). Whole-language teachers and phonics: Not “do they?” but “how much is enough?” Set: Research Information for Teachers, 2, 1–4. https://doi.org/10.18296/set.0857
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