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010   $a9786612325175
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100   $a20001129d2002      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aPhonics exposed$b[electronic resource] $eunderstanding and resisting systematic direct intense phonics instruction /$fRichard J. Meyer
210   $aMahwah, N.J. $cLawrence Erlbaum Associates$d2002
215   $a1 online resource (197 p.)
300   $aDescription based upon print version of record.
311   $a0-8058-3911-9 
311   $a0-8058-3910-0 
320   $aIncludes bibliographical references (p. 158-167) and indexes.
327   $aBook 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
330   $aWhat 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
606   $aReading$xPhonetic method$zUnited States$vCase studies
606   $aEnglish language$xPhonetics$xProgrammed instruction$vCase studies
608   $aElectronic books.
615  0$aReading$xPhonetic method
615  0$aEnglish language$xPhonetics$xProgrammed instruction
676   $a372.46/5
700   $aMeyer$b Richard J.$f1949-$0961226
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910455330803321
996   $aPhonics exposed$92179155
997   $aUNINA