There is no evidence to support the hypothesis that systematic phonics should precede morphological instruction: Response to Rastle and colleagues
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Abstract
In a series of four articles, Rastles and colleagues have argued that early reading instruction should focus on systematic phonics, with morphological instruction only introduced later. We call this the “phonology first” hypothesis. We show that their theoretical motivation for the phonology first hypothesis is flawed, and that their review of the empirical evidence is biased and incomplete. We show that theory and current data lend support to the alternative hypothesis that instruction should target both phonology and morphology from the start.
Publisher
Center for Open Science
Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction;Educational Psychology Review;2020-01-08
2. Progress in Reading Instruction Requires a Better Understanding of the English Spelling System;Current Directions in Psychological Science;2018-11-02
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