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| ERIC #: | ED297298 |
| Title: | What We Know about Phonics. Research in Brief. |
| Authors: | Paulu, Nancy |
| Descriptors: | Elementary Education; Phonics; Reading Instruction; Research Utilization; State of the Art Reviews; Teaching Methods; Theory Practice Relationship |
| Source: | N/A |
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| Publisher: | N/A |
| Publication Date: | 1988-06-00 |
| Pages: | 3 |
| Pub Types: | Information Analyses |
| Abstract: | The best evidence available today shows that children who are taught phonics get off to a better start than those who are not taught phonics. Research indicates that children should learn phonics early, that children should be taught only the most important and regular of letter-to-sound relationships, and that children should read words within texts very early in their reading program. Research also tends to favor explicit phonics over implicit phonics, but little evidence of well designed phonics programs has been found. Current research projects include studies on: (1) formulating guidelines for phonics instruction; (2) evaluating existing reading programs; (3) conducting classroom experiments on phonics; (4) developing a model phonics program; and (5) developing and evaluating a phonics program for reading-disabled children. (RS) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | N/A |
| Identifiers: | N/A |
| Record Type: | Non-Journal |
| Level: | 1 - Available on microfiche |
| Institutions: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Education |
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