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Download full textDuke, Nell K.; Mesmer, Heidi Anne E. – American Educator, 2019
The need to explicitly teach letter-sound relationships in U.S. classrooms is settled science. However, too often such instruction is not provided in the most efficient or effective way. These instructional missteps mean that fewer children will develop strong word-reading skills. In addition, ineffective phonics instruction is likely to require…
Descriptors: Phonics, Phoneme Grapheme Correspondence, Alphabets, Reading Instruction
