Whole-to-Part Phonics Instruction: Building on What Children Know to Help Them Know More.

Moustafa, Margaret; Maldonado-Colon, Elba

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Peer reviewed

ERIC Number: EJ579277

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0034-0561

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Whole-to-Part Phonics Instruction: Building on What Children Know to Help Them Know More.

Moustafa, Margaret; Maldonado-Colon, Elba

Reading Teacher, v52 n5 p448-58 Feb 1999

Reviews research on the question of how to best teach letter-sound correspondences in beginning reading instruction. Describes a new, child-friendly, research-based way of teaching letter-sound correspondences to English- and Spanish-speaking children, which is not only explicit, systematic, and extensive, but also context embedded and meaningful. (SR)

Descriptors: Beginning Reading, Emergent Literacy, English, Phoneme Grapheme Correspondence, Phonics, Primary Education, Reading Instruction, Spanish

Publication Type: Guides - Classroom - Teacher; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A