| Title: |
Teaching Goldilocks to Read: Too Much, Too Little, or the Just Right Amount of Phonics? |
| Language: |
English |
| Authors: |
David, Ann D.; Consalvo, Annamary; Grote-Garcia, Stephanie; Burke, Amy; Jansky, Katrina; Semingson, Peggy |
| Source: |
English in Texas. Spr-Sum 2020 50(1):42-49. |
| Availability: |
Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2020 |
| Intended Audience: |
Teachers |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education |
| Descriptors: |
Teaching Methods; Reading Instruction; Phonics; Educational Policy; Educational History; Reading Research; Learning Processes; Advocacy; Student Characteristics; Kindergarten; Elementary School Students; Teacher Attitudes; State Standards; State Legislation |
| Geographic Terms: |
Texas |
| Assessment and Survey Identifiers: |
Texas Essential Knowledge and Skills |
| ISSN: |
0425-0508 |
| Abstract: |
This article discusses the current contradictory policies surrounding the push for phonics instruction in Texas schools. Focusing on this current iteration of the reading wars, this article seeks to help teachers develop a historical context for reading instruction, review existing research on learning to read, and turn that knowledge into practical strategies for advocating for a comprehensive approach to literacy. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1304607 |
| Database: |
ERIC |