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Experiencing Phonics: When Student-Centered Learning and Explicit Instruction Weave Together.

• Authors : Exley, Beryl¹, ; Cundell, Kristy²

• Source: Practical Literacy: The Early & Primary Years; Oct2024, Vol. 29 Issue 3, p34-36, 3p

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An exploration of the relationship between phonological and phonics knowledge, and self-efficacy for teaching.

• Authors : Nicholson T; Education, Massey University, Albany, New Zealand.; McIntosh S

Subjects: Knowledge* ; Phonetics* ; Self Efficacy*

• Source: Dyslexia (Chichester, England) [Dyslexia] 2020 Aug; Vol. 26 (3), pp. 286-304. Date of Electronic Publication: 2019 Nov 29.Publisher: John Wiley & Sons Country of Publication: England NLM ID: 9511375 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction.

• Authors : Bowers, Jeffrey S.¹ (AUTHOR)

• Source: Educational Psychology Review. Sep2020, Vol. 32 Issue 3, p681-705. 25p. 1 Chart, 2 Graphs.

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Listening to the voices of children: an illuminative evaluation of the teaching of early reading in the light of the phonics screening check.

• Authors : Carter, Jane¹

• Source: Literacy. Jan2020, Vol. 54 Issue 1, p49-57. 9p. 1 Chart.

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Teaching phonics and reading effectively: ‘A balancing act’ for teachers, policy makers and researchers

• Authors : Dominic Wyse; Alice Bradbury

Subjects: balanced instruction; reading; phonics

• Source: Review of Education. 11

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Synthetic phonics and decodable instructional reading texts: How far do these support poor readers?

• Authors : Price-Mohr RM; Institute for Effective Education, University of York, Heslington, York, YO10 5DD, UK.; Price CB

Subjects: Learning* ; Reading*; Dyslexia/Dyslexia/Dyslexia/*psychology

• Source: Dyslexia (Chichester, England) [Dyslexia] 2018 May; Vol. 24 (2), pp. 190-196. Date of Electronic Publication: 2018 Jan 17.Publisher: John Wiley & Sons Country of Publication: England NLM ID: 9511375 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Decoding, reading and writing: the double helix theory of teaching.

• Authors : Wyse, Dominic¹, ; Hacking, Charlotte²

• Source: Literacy; Sep2024, Vol. 58 Issue 3, p256-266, 11p

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Differing effects of two synthetic phonics programmes on early reading development.

• Authors : Shapiro LR; School of Life and Health Sciences, University of Aston, Birmingham, UK.; Solity J

Subjects: Educational Measurement* ; Phonetics* ; Reading*

• Source: The British journal of educational psychology [Br J Educ Psychol] 2016 Jun; Vol. 86 (2), pp. 182-203. Date of Electronic Publication: 2015 Nov 19.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 0370636 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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The use of decodable texts in the teaching of reading in children without reading disabilities: a meta‐analysis.

• Authors : Murphy Odo, Dennis¹,

• Source: Literacy; Sep2024, Vol. 58 Issue 3, p267-277, 11p

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Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills.

• Authors : Vadasy, Patricia F.¹, ; Sanders, Elizabeth A.²

• Source: Reading & Writing; 2021, Vol. 34 Issue 1, p109-138, 30p

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