title: Unrecognized ambiguities in validity of intervention research: an example on explicit phonics and text-centered teaching.
authors.affiliation: School of Education, Victoria University of Wellington Wellington, New Zealand.
authors.forename: G Brian
authors.initials: GB
authors.lastname: Thompson
keywords: beginner reading; explicit phonics; instruction intervention; intervention research method; low reading attainment; reading acquisition theory; teaching reading; text-centered teaching