| Title: |
Decoding, Reading and Writing: The Double Helix Theory of Teaching |
| Language: |
English |
| Authors: |
Dominic Wyse (ORCID 0000-0001-8888-9032); Charlotte Hacking |
| Source: |
Literacy. 2024 58(3):256-266. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Descriptors: |
Decoding (Reading); Reading Instruction; Writing Instruction; Teaching Methods; Models; Children; Theory Practice Relationship; Social Influences; Cultural Influences; Cognitive Processes; Phonics |
| DOI: |
10.1111/lit.12367 |
| ISSN: |
1741-4350; 1741-4369 |
| Abstract: |
This paper presents a new theory and model of the teaching of decoding, reading and writing. The first part of the paper reviews a selection of influential models of learning to read and write that to varying degrees have been used as the basis for approaches to teaching, including the "Simple View of Reading." As well as noting some strengths of the models in relation to children's learning, limitations are identified in terms of their applicability as models of teaching. The second part of the paper presents seven components that are central to teaching reading and writing derived from social, cultural and cognitive research and theory. Explanations for the relevance of the components are offered, and seminal and more recent research that underpin them summarised. The final part of the paper introduces a new theory and model of teaching, "The Double Helix of Reading and Writing." It is argued that this model provides a rationale for a balanced approach to teaching, and an alternative to synthetic phonics. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1450128 |
| Database: |
ERIC |