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<https://discovery.ucl.ac.uk/id/eprint/10103072> <http://purl.org/ontology/bibo/abstract> "In this article, we explore recent research about phonics teaching, the interdependent\r\nskills needed to access phonics teaching, and consider synergies between the findings from these\r\nstudies and Reading Recoveryâ teaching procedures. First, we set the scene by discussing\r\ndefinitions and raise some issues regarding the efficacy of different ways of teaching phonics,\r\nparticularly in relation to Reading Recovery. Next, we review some recent research about the\r\nrole of phonics in learning to read and how it fits with Reading Recovery teaching procedures.\r\nTwo of these studies were conducted in the context of Reading Recovery. Finally, given that it\r\nhas been established that successful integration of Reading Recovery in a school (May, Sirinides,\r\nGray, & Goldsworthy, 2016) demands a collective understanding of the pedagogy of Reading\r\nRecovery, we consider some of the current challenges in aligning classroom teaching of phonics\r\nand Reading Recovery. We hope that providing a broad overview of the issues will facilitate\r\nbetter professional conversations about the principles and practices of Reading Recovery and\r\nbuild collective understanding of the role of phonics in learning to read."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10103072> <http://purl.org/dc/terms/date> "2020" .
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