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Independent Studies Endorse Superior Strategies for Teaching Reading and Spelling: Hilliard's Journey

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avondale-bepress.context-key12717256
avondale-bepress.submission-pathteach/vol12/iss1/3
avondale.reporting.versionPublished Version
dc.contributor.authorRabe, Damien
dc.contributor.authorBaker, Kristy
dc.contributor.authorRobertson, Angela
dc.contributor.authorPhillips, Terese
dc.contributor.authorCharles, Anne
dc.date.accessioned2023-11-01T00:27:49Z
dc.date.available2023-11-01T00:27:49Z
dc.date.issued2018-08-01
dc.date.submitted2018-08-23T18:35:38Z
dc.description.abstract<p>Of the many educational outcomes to be achieved in the primary years of schooling, research demonstrates that learning to read is the most significant. The precise way in which the complex processes combine must be understood and demonstrated by teachers in order to identify their students’ needs and to teach most effectively. The activities initiated at Hilliard Christian School to enhance achievement of this goal are shared here to support others with the same aim.</p>
dc.identifier.citationCharles, A., Phillips, T., Robertson, A., Baker, K., & Rabe, D. (2018). Independent studies endorse superior strategies for teaching reading and spelling: Hilliard's journey. <em>TEACH Journal of Christian Education, 12</em>(1) , 10-14. doi:10.55254/1835-1492.1373
dc.identifier.doihttps://doi.org/10.55254/1835-1492.1373
dc.identifier.urihttps://research.avondale.edu.au/handle/1897/12717256
dc.language.isoen_us
dc.publisherAvondale Academic Press
dc.relation.ispartofTEACH Journal of Christian Education
dc.subjectphonics
dc.subjectreading
dc.subjectvocabulary
dc.subjectcomprehension
dc.subjectdifferentiated intervention
dc.titleIndependent Studies Endorse Superior Strategies for Teaching Reading and Spelling: Hilliard's Journey
dc.typeJournal Article

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Volume 12 Issue 1

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