Approaches to Beginning Reading; Proceedings of the 12Th Annual Convention of the International Reading Association, Volume 12, Part 3
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DOCUMENT RESUME ED 075 810 CS 000 518 AUTHOR Vilscek, Elaine C., Ed. TITLE A Decade of Innovations: Approaches to Beginning Reading; Proceedings of the 12th Annual Convention of the International Reading Association, Volume 12, Part 3. INSTITUTION International Reading Association, Newark, Del. PUB DATE 68 NOTE 276p. AVAILABLE FROMInternational Reading Association, 6 Tyre Avenue, Newark, Del. 19711 (Order No. 413, $3.50 non-member $3.00 member) EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *Beginning Reading; *Developmental Reading; Individualized Reading; Initial Teaching Alphabet; Language Experience Approach; Linguistics; Multimedia Instruction; Programed Instruction; *Reading; *Reading Instruction; *Reading Materials; Reading Research IDENTIFIERS Words In Color ABSTRACT This publication is designed to acquaint reading teachers with various approaches and media in beginning reading instruction. The nine broadly based innovative aspects consideredare Using Language Experiences, Individualizing Beginning Reading, Using Color, Applying the Linguistics of Sounds in Words, Using i.t.a. in the United States, Using i.t.a. in Great Britain, Applying Structural JAinguistics, Programed Instruction and Automation, and Using Multimedia Techniques. TWO major papers and follow-up discussions are included for each topic. Descriptions, personal views, and research findings related to the innovative ideas are presented. (Author) 9 0 I t 0 p t FILMED FROM BEST AVAILABLECOPY C) (X) Lt-1 o A DECADE OF INNOVATIONS: Approaches to Beginning Reading L.L.s U S DEPARTMENT OF HEALTH. EDUCATION & WELFAtIE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVEC FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY ELAINE C. VILSCEK, Editor The University of Wisconsin L$' Volume 12, Part 3 Proceedings of the Twelfth Annual Convention International Reading Association Newark, Delaware 19711 INTERNATIONAL READING ASSOCIATION OFFICERS 1968-1969 President: LEO FAY, Indiana University, Bloomington, Indiana President-Elect: HELEN Huus, University of Missouri, Kansas City, Missouri Past President: H. ALAN RonmsoN, Hofstra University, Old Westbury, New York * * * Executive Secretary-Treasurer: RALPH C. STAIGER, University of Delaware, Newark, Delaware Assistant Executive Secretary: RONALD W. MITCHELL, International Reading Association, Newark, Delaware DIRECTORS Term expiring Spring 1969 Margaret J. Early, Syracuse University, Syracuse, New York Theodore Harris, University of Puget Sound, Tacoma, Washington Eve Malmquist, National School for Educational Research, Linkoping, Sweden Term expiring Spring 1970 Millard H. Black, City Unified School District, Los Angeles, California Amelia Melnik, University of Arizona, Tucson, Arizona Virginia D. Yates, Metropolitan Junior College, Kansas City, Missouri Term expiring Spring 1971 William K. Durr, Michigan State University, East Lansing, Michigan Mildred H. Freeman, Metropolitan Public Schools, Nashville, Tennessee Ethel M. King, University of Calgary, Calgary, Alberta * * * Publicatior.s Coordinator: Faye R. Branca, International Reading Association, Newark, Delaware * * * PERMISSION TO REPRODUCE THISCOPY RIGHTED MATERIAL HAS BEENGRANTED BY Copyright 1968 by the International International Reading Association, Inc. Readinsf Assoc OPERATING Second ptissting November 1968 TO ERIC AND ORGANIZATIONS UNDER AGREEMENTS WITH THEUS OFFICE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE MC SYSTEMREQUIRES PER MISSIGN OF THE COPYRIGHT OWNER Foreword AS YOUR PRESIDENT has viewed the exhibits and attended theses- sions of the annual convention of IRA inrecent years, she has been impressed with the almost bewilderingarray of innovational materials and the perplexing differences in the viewpoints of lead- ers in the field of reading.There are areas of controversy; there are issues; consequently there are questions in our minds.For some question :here are still no definitive answers; but for others there are cri.l.ria and guidelines growingout of psychological principles or t=ut of dependable research.You:. presidentin the belief that IRP should provide a forum for the discussion ofcon- troversial tor by bringing in the most knowledgeable, clear- thinking pe;,n, available to deal with innovational and contro- versial mat...;11, and practicesdesigneda program that would include pres:mation in depth to initial approaches to reading in- struction.-;pecifically she asked the President-elect to setup a three-part 1):'(3ram on selected innovations (those that she knew about) :a de lr-cut presentation of the nature and purposes of each one, a critical review of any research relating to it, and dis- cussion b-; two competent persons who auld be objective and fair in th.ir remarks.President-elect H. Alan Robinson did an outstanding job in finding suitable personnel for these various programs.This bulletin includes the fine papers thatwere pre- sented laic Thursday afternoon when persons interested in the field would be free of conflicting programs.Elaine Vilscek of The Ur_:.,ersity of Wisconsin has ably edited the papers forus. Classroom teachers and personnel involved in teacher educa- tion should find this an exceedingly helpful bulletin. MILDRED A. DAWSON, President International Reading Association 1966-1967 ui The International Reading Association attempts, through its pub- lications, to provide a forum for a wide spectrum of opinion on reading. This policy permits divergent viewpoints without as- suming the endorsement of the Association. iv Introduction Ensuring a child's success as he begins to learn to read is a common goal, repeatedly expressed. A decade of innovations in beginning reading instruction reflects the quest for means and media thatwilleliminatethe chances of readingfailures. Instructional improvements and changes are needed, but reading teachers must avoid accepting the changing instructional modes and media for the sake of change alone. It has long been recognized that learning to read must be an individual process. Which approach or media or combination of approaches and media will best meet the individual needs of each beginning reader? Which of these instructional modes or media will aid each teacher to reach her greatest teaching capabilities? This publication is designed to acquaint reading teachers with various approaches and media in beginning reading instruction. The nine broadly-based innovative aspects considered are Using Language Experiences, Individualizing Beginning Reading, Using Color, Applying the Linguistics of Sounds in Words, Using i.t.a. in the United States, Using i.t.a.in Great Britain, Applying Structural Linguistics, Programed Instruction and Automation, and Using Multi-media Techniques. Two major papers and fol- low-up discussions are included for the topics.Descriptions, per- sonal views, and research findings related to the innovative ideas are presented. The views of each author and the reactions of the discussants should be carefully and thoughtfully .considered by reading teachers. We dare not stake a child's reading success on sensa- tional but unsubstantiated claims.Ent.1.1usiasm alone, without objective observation and evaluation, is insufficient.The instruc- tional media or mode, whether innovative or traditional, must demonstrate practicability and must result in added reading suc- cess for beginners. E. C. V. v r CONTENTS Forewordiii Introductionv USING LANGUAGE EXPERIENCES IN BEGINNING READING 1 How a Language-Experience Program WorksRoach Van Allen 9 What Research Has Shown About the Language-Experience Program Ela; . C. Vilscek Reactions to Using Language-Experience in Beginning Reading Ide lla Lohmann24 Ida E. Morrison29 INDIVIDUALIZING BEGINNING READING INSTRUCTION 32 The Individualized Approach to Reading Instruction: Key Concepts Robert E. Newman 45Individualized Reading: Conclusions Based on Research Reports Harry W. Sartain Reactions to Individualizing Beginning Reading Instruction Edna M. Horrocks56 Robert A. McCracken 61 USING COLOR-IN EARLY READING INSTRUCTION 66Studies in the Use of ColorLillian R. Hinds 76Color as an Aid in Early Reading InstructionJean N. Scott Reactions to Using Color in Early Reading Instruction Walter J. McHugh82 Jack G. Hook88 APPLYING THE LINGUISTICS OF SOUNDS IN WORDS 92Unifon: A Sound Way to ReadMargaret S. Ratz 100Research Findings Concerning Phonics in Beginning Reading Arthur W. Heilman Reactions to Applying the Linguistics of Sounds in Words Theodore E. Glim 107 Carl A. Le Fevre110 USING i.t.a. IN BEGINNING READING (UNITED STATES) 116The Nature and Functions of i.t.a. in Beginning Reading Harold J. Tanyzer 126Research Findings Regarding the Use of i.t.a.Wilbur S. Ames Reactions to Using i.t.a. in Beginning Reading in the United States Robert Emans138 Phillip G. Hilaire143 USING i.t.a. IN BEGINNING READING (GREAT BRITAIN) 149The Nature and Functions of i.t.a. in Beginning Reading John Downing vii 162 Research Findings on the Use of i.t.a. in Beginning Reading John C. Daniels Reactions to Using i.t.a. in Beginning Reading in Great Britain Mary Glenn Peery172 Eleanor M. Ladd177 APPLYING STRUCTURAL LINGUISTICS IN BEGINNING READING 180Vital Principles in Need of ApplicationConstance M. McCullough 192Practical Teaching SuggestionsSarah M. Irvin Reactions to Applying Structural Linguistics in Beginning Reading Walter T. Petty202 Margaret Bierbaum205 PROGRAMING BEGINNING READING MATERIALS 212Programed Instruction and Automation