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2018
Volume 79, Issue 6
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Presents a critical analysis demonstrating that scripted phonics programs hold student and teachers as curriculum hostages. Begins as an investigation into the uses of predictable texts to teach reading in primary classrooms. Discusses how the mandated program is so oriented to preciseness that the students are less willing to take risks as readers and writers.

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/content/journals/10.58680/la2002264
2002-07-01
2024-06-13
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http://instance.metastore.ingenta.com/content/journals/10.58680/la2002264
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  • Article Type: Research Article
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