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Direct linkDavis, Andrew – Journal of Philosophy of Education, 2012
In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component "skills" of reading, an assumption vigorously contested in this…
Descriptors: Foreign Countries, Higher Education, Reading Instruction, Teaching Methods
