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In TEACHING THRASS Whole-Picture
Keyword Phonics: The Essential Guide to Progression and Assessment
for All Teachers of English, Davies & Ritchie (2003, p19, ISBN: I
876424 50 8) state that, "Given the widespread regard for THRASS,
and the strength of feeling about the need for teaching THRASS in
teacher training, the authors believe that educational researchers,
especially those in government and university education departments,
should seek to compare the relative contribution of THRASS
Whole-Picture Keyword Phonics, that is "New Phonics", with the
'letter sound' approach of "Old Phonics" programs - in terms of,
firstly, the improvement in teacher subject knowledge, secondly,
pupil/student progress and, thirdly, the efficient acquisition of
life-long word solving skills (Phonographic Metacognition)". The
following basic information, from 'early-day' results in the UK,
gives support for the view that THRASS is a significant development
in the teaching of phonics and warrants further investigation.
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