Teaching Irregular Words: What We Know, What We Don't Know, and Where We Can Go from Here

Autor/inn/en	Colenbrander, Danielle; Wang, Hua-Chen; Arrow, Tara; Castles, Anne
Titel	Teaching Irregular Words: What We Know, What We Don't Know, and Where We Can Go from Here
Quelle	In: Educational and Developmental Psychologist, 37 (2020) 2, S.97-104 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colenbrander, Danielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1017/edp.2020.11
Schlagwörter	Reading Instruction; Phoneme Grapheme Correspondence; Spelling Instruction; Teaching Methods; Reading Research + Suchen Sie Ihr Suchwort? Leseunterricht; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseforschung
Abstract	Instruction in regular letter-sound relationships is a key element of teaching children to read. However, in the English language, many words have irregular spellings (e.g. "said," "are," "yacht"). What is the best way to help children learn to read these words? To date, a number of different viewpoints have been put forward, but these viewpoints are seldom directly compared, and there is very little empirical evidence to adjudicate between them. Therefore, in this review, we outline the theoretical arguments for and against different methods of instruction, and synthesise the empirical research that does exist. We make recommendations for practice, and outline key areas where further evidence is required. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01