Incorporating phonics within a New Zealand whole language programme
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Other Title
Authors
Blaiklock, Ken
Haddow, S.E.
Haddow, S.E.
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2007-01-01
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Reading Instruction
Phonics
Whole Language
Phonics
Whole Language
ANZSRC Field of Research Code (2020)
Citation
Blaiklock, K., & Haddow, S. (2007). Incorporating phonics within a New Zealand whole language programme. New Zealand Journal of Educational Studies, 42, 143-159.
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.
Publisher
New Zealand Association for Research in Education
Permanent link
Link to ePress publication
DOI
Copyright holder
New Zealand Journal of Educational Studies
Copyright notice
All rights reserved