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2018
Volume 77, Issue 2
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Frank Smith argues that systematic phonics is destined to fail as a method of reading instruction and will make learning to read more difficult for many children. Phonics-focused instruction fails to understand or ignores how children actually learn to read; the time to learn phonics, if at all, is during reading; and phonemic awareness is spurious. Smith reveals the ideological and commercial focus of such methods.

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/content/journals/10.58680/la199985
1999-11-01
2024-06-14
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http://instance.metastore.ingenta.com/content/journals/10.58680/la199985
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  • Article Type: Research Article
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