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The New Reading Debates: Evidence from Science, Art, and Ideology


by Jeanne S. Chall — 1992

Examines recent debates on the teaching of reading from the standpoint of science, art, and ideology, focusing on the reading theories, research, and practice of the past two decades. The analysis emphasizes the issue of whole language versus phonics, noting the effects of whole language and phonics on reading achievement. (Source: ERIC)


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Cite This Article as: Teachers College Record Volume 94 Number 2, 1992, p. 315-328
http://www.tcrecord.org ID Number: 167, Date Accessed: 10/22/2017 3:11:08 PM

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About the Author
  • Jeanne Chall
    Harvard University Graduate School of Education

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