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dc.contributor.authorBlaiklock, Ken
dc.contributor.authorHaddow, S.E.
dc.date.accessioned2010-07-12T01:03:22Z
dc.date.available2010-07-12T01:03:22Z
dc.date.issued2007-01-01
dc.identifier.issn0028-8276
dc.identifier.urihttps://hdl.handle.net/10652/1427
dc.description.abstractLiteracy 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.en_NZ
dc.language.isoenen_NZ
dc.publisherNew Zealand Association for Research in Educationen_NZ
dc.subjectReading Instructionen_NZ
dc.subjectPhonicsen_NZ
dc.subjectWhole Languageen_NZ
dc.titleIncorporating phonics within a New Zealand whole language programmeen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderNew Zealand Journal of Educational Studiesen_NZ
dc.subject.marsden330000 Educationen_NZ
dc.identifier.bibliographicCitationBlaiklock, K., & Haddow, S. (2007). Incorporating phonics within a New Zealand whole language programme. New Zealand Journal of Educational Studies, 42, 143-159.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage143en_NZ
unitec.publication.lpage159en_NZ
unitec.publication.volume42en_NZ
unitec.publication.titleNew Zealand Journal of Educational Studiesen_NZ
unitec.peerreviewedyesen_NZ
unitec.institution.studyareaEducation


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