Bowers, J. and Bowers, P.

This article suggests reading instruction should be informed by building teachers’ pedagogical content knowledge about English spellings, namely the knowledge that spelling is organised by both phonology and morphology as English is a morphophonemic language. The authors argue that phonemes and morphemes share leading roles in learning to read and write. This requires demonstrating to the reader how English prioritises the consistent spelling of morphemes over the consistent spelling of phonemes.

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