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Home > Research > Study suggests that phonics rule | |
| The abilities or deficits that determine children’s academic success or failure in the early years of elementary school are the subject of a research project at IU in Bloomington. Early results clearly favor the phonics approach over the controversial whole-language method of early reading instruction.
The IU project was initiated when the Benton County School District near Lafayette approached IU in 1995 to request help in identifying children entering the first grade who were likely to have special problems in learning to read. The request happened to coincide with ongoing discussions of those same issues among a group of about a dozen IU faculty investigators. | |
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Publication date: June 21, 2002
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