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

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

[img]
Preview
 Text (strathprints027428)
strathprints027428.pdf
Accepted Author Manuscript
Download (48kB)| Preview

    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.

    Creators(s): Ellis, Sue ORCID logoORCID: https://orcid.org/0000-0002-6521-5892;
    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:20 Jan 2021 18:28
    URI:https://strathprints.strath.ac.uk/id/eprint/17905
    Export data:
    CORE (COnnecting REpositories)