The Great Debate Reconsidered, with an Eye toward Struggling Beginning Readers

Autor/in	Morris, Darrell
Titel	The Great Debate Reconsidered, with an Eye toward Struggling Beginning Readers
Quelle	In: Reading Psychology, 44 (2023) 7, S.792-819 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Darrell)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2023.2200110
Schlagwörter	Reading Instruction; Teaching Methods; Emergent Literacy; Beginning Reading; Reading Difficulties; Evaluation Methods; Instructional Effectiveness; At Risk Students + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Erstleseunterricht; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg
Abstract	In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I recommend continued use and study of both methods (and possible hybrids), including the documentation of their effectiveness with "at-risk" readers at the mid-point and end of first grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01