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    Incorporating phonics within a New Zealand whole language programme

    Blaiklock, Ken; Haddow, S.E.

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    Incorporating phonics within a New Zealand whole language programme.pdf (185.2Kb)
    Date
    2007-01-01
    Citation:
    Blaiklock, K., & Haddow, S. (2007). Incorporating phonics within a New Zealand whole language programme. New Zealand Journal of Educational Studies, 42, 143-159.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/1427
    Abstract
    Literacy teaching in New Zealand generally follows a whole language approach that emphasizes the teaching of letter-sound knowledge within the context of meaningful text related activities. This article discusses how a New Zealand teacher changed her classroom programme to incorporate more explicit instruction on phonics. The classroom programme was organised to provide a combination of whole class and individualized activities that focused on phonic skills and the reading and writing of text. The rapid gains seen in the children‟s reading and spelling skills indicate that there may be benefits in providing a greater focus on phonics in whole language classrooms.
    Keywords:
    Reading Instruction, Phonics, Whole Language
    ANZSRC Field of Research:
    330000 Education
    Copyright Holder:
    New Zealand Journal of Educational Studies
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    © Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142