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| Groff, Patrick | 1 |
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Groff, Patrick – Executive Educator, 1994
Many ideas attributed to the whole-language approach are not new. Whole language demands that literacy instruction be indirect, unsystematic, and nonintensive and that scope-and-sequence charts be abandoned. Experimental research has judged the major tenets of whole language to be erroneous--a point accepted even by whole-language leaders favoring…
Descriptors: Elementary Secondary Education, Immersion Programs, Misconceptions, Phonics
