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Contemporary reading science has had very little impact on educational practice—mainly because of a "two-cultures problem separating science and education". Current teaching practice rests on outdated assumptions that make learning to read harder than it needs to be. Connecting evidence-based practice to educational practice would be ...
Whole language is a philosophy of reading and a discredited [8] educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, [7] despite there being no scientific support for the method's effectiveness. [9]
Synthetic phonics refers to a family of programmes which aim to teach reading and writing through the following methods: [2] Teaching students the correspondence between written letters and speech sounds (), known as “grapheme/phoneme correspondences” or “GPCs” or simply “letter-sounds”.
How do North Carolina first-, second- and third-graders compare to their national counterparts?
Mississippi's reading test scores showed that its educational policies were spectacularly successful, triggering news reports of a 'miracle.' But it was a statistical illusion.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Reading results mixed. The results show there’s still significant room for improvement. The passing rate on the state’s third-grade reading exam rose to 48.6%. It had been at 47.8% the ...
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