Phonics on the other hand is so devoid of content
I have taught learning disabled students fora bout 20 years now using
a strong phonics approach to underlie my use of good literature. So
in some ways phonics is "devoid of content." But for me the content comes
from good literature that engages the reader and builds on previous knowledge
while expanding on their curiosities. Does this move toward and
understanding fo the complementarity of the two approaches rather than
a dichotomous view of teaching/learning to read?
Ilda Carreiro King
Boston College