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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Philosophy of Reading Instruction. |
| Quelle | (1991), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Educational Strategies; Elementary Education; Instructional Design; Instructional Effectiveness; Reading Instruction; Reading Teachers; Student Needs; Teaching Methods |
| Abstract | Reading teachers need to provide for individual differences so that each pupil might attain optimally. Methods of teaching reading should be varied and thus reflect diverse philosophies of instruction. These philosophies should be analyzed and used to guide optimal pupil achievement. A philosophy of phoneme/grapheme relationships should be emphasized as needed to guide learners to identify unknown words. A patterns philosophy should be emphasized for learners who might benefit from structure and order in studying words, sentences, and paragraphs. A library book's philosophy should be utilized where learners desire holism and benefit from reading entire stories and poems. Diacritical marking systems philosophies may be emphasized in initial reading instruction for those who need guidance to deal with irregular spelling of words, such as irregularity in silent letters, combinations of letters making a single sound, and/or long vowel sounds. The use of special alphabet systems, such as the Initial Teaching Alphabet (ITA), in teaching reading is not recommended. Basal readers should be used to provide for the needs and interests of individual pupils, rather than to teach all students. (SR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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