Abstract
In this chapter, we argue that no progress has been made in reducing the literacy achievement gap in New Zealand because the constructivist, multiple cues model of reading adopted by the MoE is fundamentally flawed. The chapter is divided into three sections. The …
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CITATION STYLE
APA
Tunmer, W. E., Greaney, K. T., & Prochnow, J. E. (2015). Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading. In Excellence and Equity in Literacy Education (pp. 121–144). Palgrave Macmillan UK. https://doi.org/10.1057/9781137415578_6
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