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The Status of Whole Language, Phonemic Awareness, and the Value of Implicit Instruction: Comments on Shen/AUTHOR'S RESPONSE
- Article from:
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Foreign Language Annals
- Article date:
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July 1, 2004
- Author:
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Copyright informationCopyright American Council on the Teaching of Foreign Languages Summer 2004. Provided by ProQuest LLC. (Hide copyright information)
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Stephen Krashen
University of Southern California
I have several comments on Hwei-Jiun Shen's "The Role of Explicit Instruction in EFL/ESL Teaching" (FLA, Shen, 2003, 36[3]).
1. Shen argued that California fourth graders' low scores on a national reading test (NAEP) since 1992 are evidence for the "failings of progressive literacy approaches" (p. 425). This has been a popular interpretation, but there is good evidence that it is not correct. NAEP scores were analyzed by state for the first time in 1992. It was assumed that reading proficiency in California was better before "progressive literacy approaches" (whole language) was introduced but there is no NAEP data to support this. McQuillan ...