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Record Nr. |
UNINA9910821739903321 |
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Autore |
Meyer Richard J. <1949-> |
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Titolo |
Phonics exposed : understanding and resisting systematic direct intense phonics instruction / / Richard J. Meyer |
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Pubbl/distr/stampa |
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Mahwah, N.J., : Lawrence Erlbaum Associates, 2002 |
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ISBN |
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1-135-64591-4 |
1-4106-0428-4 |
9786612325175 |
1-282-32517-5 |
0-585-38794-X |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (197 p.) |
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Disciplina |
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Soggetti |
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Reading - Phonetic method - United States |
English language - Phonetics - Programmed instruction |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 158-167) and indexes. |
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Nota di contenuto |
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Book Cover; Title; Copyright; Contents; Foreword; Preface; 1 Why Another Book on Phonics?; 2 Phonics Lessons; 3 What Is Reading?; 4 Phonics Programs, Teacher Knowledge, and Teacher Identity; 5 A Closer Look at the Children; 6 Phonics Programs and Curriculum; 7 Phonics, Reading, and Culture; 8 Phonics, Reading, and Politics; 9 Teachers, Activism, and Hope; Appendix: Maybe Rules Are Not the Way to Teach Phonics; References; Author Index; Subject Index |
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Sommario/riassunto |
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What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time? This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by ""zooming in"" on one facet to analyze it closely: *Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading resea |
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