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Early reading instruction: what science really tells us about how to teach reading

Ellis, S. (2007) Early reading instruction: what science really tells us about how to teach reading. [Review]

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Abstract

Early reading instruction: what science really tells us about how to teach reading took me back to the 1980s and the 'reading wars' in England. McGuinness polarizes the phonics debate and argues that reading should be taught using a phonics 'first, fast and only' approach. With chapter headings such as 'Why English speaking children can't read' and appendices headed 'How nations cheat on international literacy studies', McGuinness dispenses with the measured and nuanced language of academic, professional or scientific writing, slipping easily and frequently into the style of a headline writer for the popular press.

Item type: Review
ID code: 17905
Keywords: reading, early years, primary schools, linguistics, Special aspects of education, Philology. Linguistics, Education
Subjects: Education > Special aspects of education
Language and Literature > Philology. Linguistics
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Strathprints Administrator
Date Deposited: 05 May 2010 15:06
Last modified: 15 Apr 2015 08:56
URI: http://strathprints.strath.ac.uk/id/eprint/17905

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