A Global Theory of Reading--and Linguistics.

Autor/in	Lerner, Janet W.
Institution	International Reading Association, Newark, DE.
Titel	A Global Theory of Reading--and Linguistics.
Quelle	21 (1968) 5, S.416-421 (6 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Classroom Environment; Language Learning Levels; Linguistics; Reading Comprehension; Reading Instruction; Reading Processes; Reading Skills; Teacher Influence; Theories; Word Recognition + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Linguistik; Leseverstehen; Leseunterricht; Leseprozess; Reading skill; Lesefertigkeit; Theory; Theorie; Worterkennung
Abstract	A proposed framework for a global theory of reading divides the total reading area into the following major systems: (1) the distinct reading skills and abilities which are involved with what the child can achieve, (2) the reading-learning process of the child which is involved with how he acquires reading skills, and (3) the actual teaching of reading which involves the impact of the teacher, class, and school environment on the child's learning processes. In the first system, linguistics can contribute to word perception and comprehension because of its emphasis on phoneme-grapheme relationships and intonation. In the second system, linguistics can contribute through emphasis on the relationship of a child's own language or dialect to his developmental and thinking processes. In the third system, linguistics has little to contribute. The systems are discussed in detail. References are listed. (BS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01