9 common misconceptions surrounding the teaching of phonics
Thinking Deeply about Primary Education
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Balancing Sight Words and Phonetic Decoding in Reading Instruction
The chapter explores the misconception that teaching a large number of sight words can make children proficient readers early on, but may hinder their long-term reading development. It advocates for a balanced approach that includes sight word recognition along with phonetic decoding strategies to support reading fluency. The discussion highlights the importance of transitioning from decodable texts to more varied reading materials to provide a well-rounded reading experience.
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