A couple of weeks ago, I posted a low-key self-assessment rubric, mainly as a conversation-starter for teachers and schools about current practices, knowledge, and beliefs pertaining to the teaching of phonics to beginning readers. Quite a few people contacted me with their views, and asked me to post “answers” to the questions I posed.
So here goes:
1. Does your reading instruction begin with the introduction of a small number of letter-sound correspondences, and explicitly (and gradually) teach children how to blend, segment, insert, and delete sounds in order to produce…
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