Developing Comprehension through Word Recognition Skills.

Autor/in	Quaintance, William
Titel	Developing Comprehension through Word Recognition Skills.
Quelle	(1971), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Comprehension; Conference Reports; Language Arts; Reading Comprehension; Reading Difficulty; Skill Development; Speech Communication; Vocabulary Development; Word Recognition + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Sprachkultur; Leseverstehen; Reading difficulties; Leseschwierigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Wortschatzarbeit; Worterkennung
Abstract	Word recognition should not be separated from obtaining word meaning or comprehension. The first task of the teacher is to see that the child can handle spoken words adequately. Word mastery begins with learning basic labelling and categorization skills through experience with concrete objects; proceeds to learning words for actions, discriminations, and more abstract concepts such as time and location; and finally progresses through guided vocabulary development to learning words about words. The emphasis should be on consolidating and extending the child's oral vocabularies, on speaking in sentences, and on acquiring a respect for inflections. Then the child can be guided to learn the capabilities of language by reading and writing. While at first it might be necessary to tolerate substandard communication, the goal should remain precise, lucid exchange and evaluation of ideas through speech and reading. Separation of communication into listening, speaking, reading, and writing may be useful for reading teachers, but it is harmful to total language development. Word meaning cannot be learned in isolation; it begins with mastery of simple skills on the oral level and proceeds to increasingly more complex skills. (AW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01