opposing meaningful, memorable encounters with good reading material -- a false dichotomy indeed.
In fact, given the research presented in this volume, and the body of research on which it rests, only willful ignorance can maintain that learning to read well comes predictably with immersion alone and that insight into the language and writing system is irrelevant at best. It is appropriate to honor Isabelle Liberman with research, and we still need to resolve some central questions. However, an even more urgent need is to help educators and the public understand what the existing research clearly tells us about teaching children to read and to spell. That, too, would appropriately honor the memory of Isabelle Liberman.
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