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]
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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 |
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| 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: | 24 Sep 2017 07:26 |
| URI: | https://strathprints.strath.ac.uk/id/eprint/17905 |
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