Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Phonics is being taught in many kindergartens and .most first grades in the nation to introduce children to reading and writing. A large number of educators believe that phonics instruction is necessary for children to learn to read and to spell, but many psycholinguists question the value of this instruction (M. Manning, G. Manning, & C. Kamii, 1988). The teaching of phonics has been a source of controversy since Rudolf Flesch's (1955) book, Why Johnny Can't Read. Chall (1967) addressed the debate in her book, Learning to Read: The Great Debate, concluding that a code-emphasis approach produced better reading achievement than a meaning-emphasis one. Since the publication of Chall's book, there has been a movement towards greater code-emphasis approaches in beginning reading until the popularity of whole language approach that has been building over the last ten years and continues today.
Year of Submission
1993
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Charles R. May
Second Advisor
Marvin Heller
Date Original
1993
Object Description
1 PDF file (36 leaves)
Copyright
©1993 Marjorie L. Tindall
Language
en
File Format
application/pdf
Recommended Citation
Tindall, Marjorie L., "The effects of phonics in reading and writing programs for young children" (1993). Graduate Research Papers. 3454.
https://scholarworks.uni.edu/grp/3454
Comments
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