Monday, January 18, 2010

Preventing Reading Failure ERIC

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ED284200 - Preventing Reading Failure: An Examination of the Myths of Reading Instruction. | | Help With This Page How Do I...
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A unique accession number assigned to each record in the database; also referred to as ERIC Document Number (ED Number) and ERIC Journal Number (EJ Number). ED284200
The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. Preventing Reading Failure: An Examination of the Myths of Reading Instruction.
Personal author, compiler, or editor name(s); click on any author to run a new search on that name. Groff, Patrick
Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. Cognitive Style; Decoding (Reading); Educational Change; Educational History; Educational Principles; Elementary Education; Instructional Effectiveness; Miscue Analysis; Oral Reading; Phoneme Grapheme Correspondence; Phonics; Reading Comprehension; Reading Diagnosis; Reading Difficulties; Reading Instruction; Reading Processes; Reading Research; Sight Method; Teaching Methods; Word Recognition
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Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher. National Book Company, 333 Southwest Park Ave., Portland, OR 97205-3784 ($15.95; 20% discount for 6 or more copies).
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The date the document or article was published. 1987-00-00
The total number of pages including all front-matter. 225
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The type of document (e.g., report) or publication medium. Books; Opinion Papers; Reports - Research
A brief narrative description of the journal article, document, or resource. Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an apparently historical opposition to phonics instruction, and touches on the goals of the book. The next 12 chapters examine the myths (and research refuting them) which are as follows: (1) phonics hinders comprehension, (2) unpredictable spelling invalidates phonics, (3) reading is based on "sight words," (4) reading is best taught in sentences, (5) oral language test scores equal reading readiness, (6) word length makes no difference, (7) instruction should match students' preferred learning modalities (visual or aural orientation), (8) letter names are unimportant, (9) dictionary syllabication is needed, (10) reading tests should be replaced by oral reading miscue analysis (ORMA), (11) subvocalization is bad, and (12) oral reading is dangerous. The next chapter discusses why the myths of reading instruction prevail, citing such factors as publishers and writers of basal readers; prejudice and lack of knowledge about phonics, opposition to phonics from teachers' organizations, and the underuse of research findings. The last chapter argues that the compulsion to dispel the myths must come from forces the reading establishment opposes: a national commission on literacy, merit pay for teachers, an educational voucher system, and private sector training of teachers. A 16-page bibliography concludes the document. (HTH)
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Additional information about the document that does not fit in any of the other fields; not used after 2004. This document is the final edited version of "Myths of Reading Instruction" (ED 254 831), with a change of title.
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An indication of whether or not the document can be accessed in an ERIC microfiche collection. Applicable only to those documents indexed prior to 2005. 2 - Available on microfiche
The names of authoring organizations, e.g., a research foundation, government agency, school district, or university responsible for the intellectual content of the document. Educational Research Associates, Portland, OR.
The agency or organization that supported or funded the work or production of the document via a contract or grant. National Inst. of Education (ED), Washington, DC.
International Standard Book Number (ISBN) – a unique number assigned to the document. ISBN-0-89420-252-9
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The name of the primary language in which the document was written. From 2005 forward, primary language is English. English
Education Level:
The level of education that is addressed in the document or article. Elementary Education

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