Literaturnachweis - Detailanzeige
| Sonst. Personen | Sizemore, Mamie (Hrsg.); Blossom, Grace (Hrsg.) |
|---|---|
| Institution | Arizona English Teachers Association, Tempe. |
| Titel | Linguistic Method of Teaching Reading: Is It a Kind of Neo-Phonics? |
| Quelle | 12 (1969) 1, S.36-42 (7 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Applied Linguistics; English Instruction; Graphemes; Language Skills; Linguistic Theory; Morphophonemics; Orthographic Symbols; Phonemes; Reading Comprehension; Reading Instruction; Reading Research; Reading Skills; Research Reviews (Publications) |
| Abstract | Since linguists have been concerned with a variety of approaches to the teaching of reading, their linguistic theories and recommended practices should become familiar to teachers of American Indian students. A number of studies have evolved from the work of Leonard Bloomfield and Charles Fries who felt that reading comprehension was a passive activity dependent upon oral language skills. To Bloomfield, the most important of these skills was learning the sound-symbol correspondence, based upon a belief in writing as a systematic representation of speech; for Fries, the importance lay in learning to discriminate visually between whole patterns or units of meaning. A subsequent work by Richard L. Venezky considered reading as translation from written symbols to sound, and studies by Noam Chomsky and Morris Halle emphasized a systematic phonemic approach. Although linguists are beginning to deal with the practical problems of teaching reading, the variety of linguistic approaches, with often contradictory results, suggests the need for further fundamental reading research combining the findings of linguists, psychologists, and educators. (JM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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