Put another way, English word reading requires a lot more effort to teach and learn than many other languages. In English, in which the relationship between letters and sounds is extremely complex, children are about 40 percent accurate at that point. In languages in which there is a relatively simple relationship between letters and sounds, such as Finnish and Spanish, by the middle of first grade, children are able to read real words and pseudo-words in the language accurately almost 100 percent of the time.* In languages in which the relationships are somewhat more com- plex, such as Danish and French, children are about 70 percent accurate by that time point. Some children will pick up word reading with little instructional effort, many require considerable instruction to master the complex task of looking at a series of lines and curves to ascer- tain the spoken word they represent. A former third-grade teacher, her work focuses on beginning reading materials and text difficulty. Mesmer is a professor of literacy in the School of Education at Virginia Tech. Her work focuses on early literacy development, particularly among children living in poverty. Duke is a professor of language, literacy, and culture, and a professor in the combined program in education and psychology, at the Univer- sity of Michigan. Our field has long had a problem with teachers devoting an inadequate amount of time to phonics instruction. Spending Too Little or Too Much Time on Phonics Instruction In this article, we focus on seven in early reading instruc- tion that deserve our serious attention.ฤก. We have encountered many dozens, if not hundreds, of phonics faux pas. In addition, ineffec- tive phonics instruction is likely to require more class time and/ or later compensatory intervention, taking time away from the growth of other important contributors to literacy development. These instructional missteps mean that fewer children will develop strong word-reading skills. classrooms is settled science.1 However, too often such instruction is not provided in the most efficient or effective way. The need to explicitly teach letter-sound relationships in U.S.
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