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Research-Based Methods of Reading Instruction, Grades K–3


reviewed by Karen Eichler — 2005

coverTitle: Research-Based Methods of Reading Instruction, Grades K–3
Author(s): Sharon Vaugh and Sylvia Linan-Thompson
Publisher: Association for Supervision and Curriculum Development, Alexandria, VA
ISBN: 0871209462, Pages: 151, Year: 2004
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Learning language is a lifelong process we begin at birth, listening, reacting to, and imitating speech patterns. Toddlers expand their simple imperatives of “No!” and learn that symbols, from logos to picture books, represent ideas. We know these experiences lay the foundation for literacy learning, building efficient and increasingly complex reading, writing, listening, speaking, and thinking skills. By the time a child reaches kindergarten, a diversity of experience with language is already apparent, because while most children can recognize an average of fourteen letters, some don’t know any. What are the best ways to teach literacy skills? Is there one best way to teach reading? These questions are a source of instructional debate among practitioners, policymakers, and educational researchers. An increasing body of research can guide us in sorting fad from effective classroom practice, even though the implications of research findings are not always valued by key decision makers.   Research-Based... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1482-1485
http://www.tcrecord.org ID Number: 11786, Date Accessed: 12/13/2017 4:09:12 AM

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About the Author
  • Karen Eichler
    City University in Washington
    E-mail Author
    KAREN EICHLER, MEd, is an instructor at City University in WA. Retired after 28 years of elementary public school teaching, Karen is a National Board Certified teacher in English Language Arts, and has been active in facilitating National Board candidates. An avid reader, she enjoys free lance writing, and has been working on a second career in course design for distance learning.
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