Peer reviewed
Download full textERIC Number: EJ1304607
Record Type: Journal
Publication Date: 2020
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0425-0508
EISSN: N/A
Teaching Goldilocks to Read: Too Much, Too Little, or the Just Right Amount of Phonics?
David, Ann D.; Consalvo, Annamary; Grote-Garcia, Stephanie; Burke, Amy; Jansky, Katrina; Semingson, Peggy
English in Texas, v50 n1 p42-49 Spr-Sum 2020
This article discusses the current contradictory policies surrounding the push for phonics instruction in Texas schools. Focusing on this current iteration of the reading wars, this article seeks to help teachers develop a historical context for reading instruction, review existing research on learning to read, and turn that knowledge into practical strategies for advocating for a comprehensive approach to literacy.
Descriptors: Teaching Methods, Reading Instruction, Phonics, Educational Policy, Educational History, Reading Research, Learning Processes, Advocacy, Student Characteristics, Kindergarten, Elementary School Students, Teacher Attitudes, State Standards, State Legislation
Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Essential Knowledge and Skills
Grant or Contract Numbers: N/A
