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Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. 1985. Becoming a Nation of Readers: The Report of the Commission on Reading. Washington, D.C.: National Institute of Education.
Garen, E. 2002. Resisting Reading Mandates. Heinemann.
National Institute of Child Health and Human Development (NICHD), 2000. Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups. Washington, DC: NIH Publication 00-4654.
Johnson, F. 2001. The utility of phonics generalizations: Let’s take another look at Clymer’s conclusions. The Reading Teacher, 55, 132-143.
Krashen, S. 2002. Defending whole language: The limits of phonics instruction and the efficacy of whole language instruction. Reading Improvement 39 (1): 32- 42.
Smith, F. 1994. Understanding Reading. Erlbaum.
| INTENSIVE SYSTEMATIC PHONICS |
| phonics taught in sequence |
| all "major" rules |
| all rules consciously learned |
| reading = practice of learned rules |
| BASIC PHONICS |
| no optimal sequence |
| consciously learn only basic rules |
| most rules subconsciously acquired |
| reading = source of most phonics knowledge |
| ZERO PHONICS |
| rules subconsciously acquired |
| reading = source of phonics knowledge |
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