Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Which Word Recognition Techniques Should Be Taught? |
| Quelle | (1996), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Classroom Techniques; Emergent Literacy; Learning Activities; Phonics; Primary Education; Reading Comprehension; Reading Instruction; Reading Skills; Reading Strategies; Whole Language Approach; Word Recognition |
| Abstract | There is continuous debate about which word recognition techniques should be taught, especially to early primary grade pupils. All learning activities provided in reading instruction should: (1) be meaningful; (2) have perceived purpose; (3) be interesting; (4) stress understandings, skills, and affective goals; (5) provide for individual differences among learners; and (6) be sequential. Individualized reading is advocated by whole language reading instruction, wherein the student reads an entire book, asks the teacher or another pupil how to pronounce unknown words, then talks with the teacher about the book. Some reading teachers favor highly analytical procedures, thus a primary grade teacher may use entire textbooks containing sequential lessons in phonics, beginning with the abstract, sound/symbol relationships, moving toward ideas and illustrations in the story. In whole language, pupils start with the ideas read and then may receive some instruction in phonics when analyzing content. What children learn about literacy is also heavily influenced by the expectations, skills, and concerns that parents, teachers, and principals share. Emerging literacy is a mutual product of the home and school environments acting together with common interests. (CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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