Beginning Literacy: The Small-Unit Versus Large-Unit Debate Continues

Authors

  • Juliet Twist

DOI:

https://doi.org/10.26686/nzaroe.v0i13.1455

Keywords:

Languages, Language Education and Literacy

Abstract

This 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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Author Biography

Juliet Twist

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Published

2003-07-01