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| Children | 1 |
| Letters (Alphabet) | 1 |
| Phonology | 1 |
| Reading Instruction | 1 |
| Whole Language Approach | 1 |
| Writing Assignments | 1 |
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| School Psychology Review | 1 |
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| Foorman, Barbara R. | 1 |
Publication Type
| Information Analyses | 1 |
| Journal Articles | 1 |
| Opinion Papers | 1 |
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Peer reviewedFoorman, Barbara R. – School Psychology Review, 1995
Reviews "Great Debate" over code emphasis versus meaning emphasis in reading instruction, concluding incidental instruction provided by writing activities of whole language do not guarantee alphabetic understanding. Attempts to disassociate instruction in alphabetic coding from criticism of components of whole-language instruction and challenges…
Descriptors: Children, Letters (Alphabet), Phonology, Reading Instruction
