Closing the gap between research and practice
Subtitle: foundations for the acquisition of literacy
By: Marion de Lemos
Contributors: Australian Council for Educational Research
Publisher: ACER
Published: 2002
Place of publication: Camberwell, Victoria, Australia
Language: eng
Format: [electronic resource] :
Number of pages: 41
ISBN-13: 9780585496092
Subjects: LANGUAGE ARTS & DISCIPLINES; English language; Study and teaching (Primary); Literacy
Description: For some decades, world-wide, there have been national initiatives toimprove literacy rates and standards. During the same period,concentrated research studies have been undertaken to find out howbest to achieve the desired improvements. Two main thrusts inteaching and learning how to read and write have emerged, often incontroversy. One is generally known as the 'whole language'approach and the other concentrates more on instruction in phonics.What works? This paper focuses on the theoretical assumptionsunderlying these two approaches to the teaching of literacy, and thestudies which have bee.
Notes: Includes bibliographical references (p. 37-41).

Description based on print version record.
Table of contents: title: Introduction; title: Definition of literacy; title: A model of reading and writing; title: Learning to read: the self-teaching hypothesis; title: Focus of the review; title: The Australian context; title: Focus of Australian research into language and literacy; title: The international context; title: Current approaches to the teaching reading in Australia; title: Australian research on effects of phonics versus whole language instruction; title: Relevance of research findings for teaching practice; title: The way forward.