Emmitt, M; Hornsby, D. and Wilson, L. Published by ALEA in 2006 Revised in 2013
This brief (22-page) article makes a strong case that children best learn to read when teachers help them engage with meaningful and engaging texts rather than with commercial programs. The writers point to the value of children learning about letter/sound relationships through writing; they suggest what teachers can do; they consider the research evidence to support their views. They cite evidence that shows that students with difficulties are more likely to overcome difficulties if they have meaning-centred assistance from teachers who understand language learning.