Literaturnachweis - Detailanzeige
| Autor/in | Fowler, William |
|---|---|
| Titel | A developmental learning strategy for early reading in a laboratory nursery school. |
| Quelle | In: Interchange, (1971) 2, S.106-125Infoseite zur Zeitschrift
PDF als Volltext |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-5230 |
| DOI | 10.1007/BF02137795 |
| Schlagwörter | Cognitive Operation; Learning Process; General Level; Learning Strategy; Learning Model |
| Abstract | Abstract A three-year investigation on early reading, using a developmental learning model for cognitively structuring and sequencing learning processes, was designed to test the efficacy of the model in a practical nursery school setting with a diversity of teaching styles. Using primers, guides, and materials developed by the investigator, over 80% (107) of 132 three-to five-year-old children learned to read with moderate to high fluency and interest. Pretest letter recognition skill, CA, and especially MA (but neither IQ nor sex of child) predicted success in learning. Certain analytic-integrative cognitive operations, which were built into the method, and a minimal general level (MA) of cognitive and language development appear essential to learning to read. |
| Erfasst von | OLC |
| Update | 2023/2/05 |
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