|Title||Whole-to-parts phonics instruction: Building on what children know to help them know more.|
|Publication Type||Journal Article|
|Year of Publication||1999|
|Authors||Moustafa, M.,, Maldonado-Colon, E|
|Journal||The Reading Teacher|
|Type of Article||Elementary|
|Keywords||Beginning Reading, Emergent Literacy, English, Phoneme Grapheme Correspondence, phonics, Primary Education, Reading Instruction, Spanish|
Reviews research on the question of how to best teach letter-sound correspondences in beginning reading instruction. Describes a new, child-friendly, research-based way of teaching letter-sound correspondences to English- and Spanish-speaking children, which is not only explicit, systematic, and extensive, but also context embedded and meaningful.