Beginning Literacy: The Small-Unit Versus Large-Unit Debate Continues
AbstractThis article presents a review of the literature on the small- versus large-unit debate, followed by an analysis of the Ready to Read Teacher Support Material in order to determine where it stands in relation to the issue over whether only grapheme-phoneme correspondences should be taught to beginning readers, or whether they should also be taught rime-analogy strategies. The literature review shows the small-units-first argument as the more robust, and the analysis of the Ready to Read support material shows the small-units-first argument has been relatively more influential in the development of teaching suggestions for readers at the beginning of instruction.
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How to Cite
TWIST, Juliet. Beginning Literacy: The Small-Unit Versus Large-Unit Debate Continues. The New Zealand Annual Review of Education, [S.l.], n. 13, july 2003. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1455>. Date accessed: 25 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i13.1455.
Languages, Language Education and Literacy
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