DOCSLIB.ORG

Traditional Phonics, Whole Language, and Spelling Before

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

A comparison of three approaches to literacy acquisition : traditional phonics, whole language, and spelling before reading by Roxanne L Sporleder A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education Montana State University © Copyright by Roxanne L Sporleder (1998) Abstract: A quasi-experimental research design was used to compare three approaches to literacy acquisition in nine first-grade classrooms to determine if there was a significant difference in achievement in phoneme segmentation, reading, and spelling development at the end of twenty-one weeks of instruction. All nine classrooms within one school district with a total of 151 first-grade students received instruction in reading following the district curriculum guidelines and using a newly adopted literature-based reading series. The basal provided a wide variety of opportunities to read, write, and talk about meaning. In addition to the basic reading program, students in the nine classrooms received differentiating instruction. Three classrooms were introduced to phonics within the context of literature and learned spelling using word families. Three classrooms received direct instruction in phonics using a traditional approach to learning letter sounds, blending words, and reading short controlled texts. These also learned spelling using word families. Another three classrooms received instruction in the letter representations of phonemes with an emphasis on metacognition and spelling words before ever reading them. At the beginning of the school year, students were given baseline tests to identify phoneme segmentation skills, letter knowledge, spelling development and reading ability. At the end of twenty-one weeks, these same tests as well as the WRMT-R were administered. The results showed that age, gender, and socio-economic status were not differentiating factors. There was also no difference among the three groups in the ability to recognize and write letters, to identify sounds of letters, and to hear the separate sounds of speech (phoneme segmentation skills). However, the three classrooms that introduced students to the letter representations of phonemes and engaged them in reconstructing the orthographic code by spelling words before ever reading them, scored significantly higher in basic reading skills, total reading ability, and spelling achievement. This approach was more effective than either the direct phonics classrooms or the indirect phonics classrooms. It also more effective than using word families to increase reading and spelling achievement. Recommendations for further study include applying this approach to literacy to a variety of demographics, grade levels, and curriculums. A COMPARISON OF THREE APPROACHES TO LITERACY ACQUISITION: TRADITIONAL PHONICS, WHOLE LANGUAGE, AND SPELLING BEFORE READING by Roxanne L. Sporleder A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education MONTANA STATE UNIVERSITY-BOZEMAN Bozeman, Montana April 1998 © COPYRIGHT by Roxanne L. Sporleder 1998 All Rights Reserved APPROVAL of a thesis submitted by Roxanne Lee Sporleder This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the College of Graduate Studies. Dr. Ann deOnis P h is Chairperson, Graduate Committee Date Approved for the Department of Education Dr. Gloria Gregg Approved for the College of Graduate Studies Dr. Joseph J. Fedock Date iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a doctoral degree at Montana State University-Bozeman51 agree that the Library shall make it available to bor­ rowers under rules of the Library. I further agree that copying of this thesis is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for extensive copying or reproduction of this thesis should be referred to University Microfilms International, 300 North Zeeb Road, Ann Arbor, Michigan 48106, to whom I have granted “the exclusive right to reproduce and distribute my dissertation in and from microform along with the non-exclusive right to reproduce and distribute my abstract in any format in whole or in part.” Signature Date ACKNOWLEDGEMENTS A project of this magnitude can never be accomplished without the time, encouragement, and special efforts of many individuals. It is with deep gratitude that I express my thanks to the members of my graduate committee. Dr. Ann de Onis, Dr. Randy Hitz, Dr. LeRoy Casagranda, Dr. Jana Noel, and Dr. Keith Chambers, who offered their expertise and encouragement throughout the course work and this research. A special thanks goes to Dr. Ann de Onis, my chairperson, who spent hours carefully reading the manuscript and giving thoughtful feedback and to Dr. Eric Strohmeyer for lending his time to help me with the statistics. It is with deep gratitude that I recognize the wonderful first-grade teachers and principal who opened up their school for this research. Although they wish to remain anonymous, they were key players and without them, this research would not be. Many thanks goes to my friends, Linda Holden and Dorothy Anne Adams, who encouraged me to continue in spite of obstacles. A special thanks goes to Mary Ann Brown, my dear friend, who inspired me and spurred me on to finish when it seemed impossible to do so. It is with deep gratitude that I extend thanks to my mother and my seven daughters, Laura, Arlene, Amy, Jana, Stephanie, Sarah, and Kristin, who never complained of the inconvenience, but with patience and sacrifice continually encouraged me in this endeavor. V TABLE OF CONTENTS . Page LIST OF TABLES.......................... .. ..................................................................................ix LIST OF FIGURES .................................................................................................................xi ABSTRACT........................................................................................... ................................ xii 1. INTRODUCTION.......................................................................................................... I Introduction..................................................................................................................... I Beginning R eading..............................................'............................................I Statement of the Problem ....................... 5 Need for the S tu d y ..........................................................................................................7 Definition of T e rm s ......................................................................................................10 Whole Word Approach .................................................... 10 Whole Language ............................................................................................. 11 Phonics...............................................................................................................11 Decoding .......... 12 ■ Encoding .......................................................................................................... 12 Word-calling .......................................................... 13 Phonem es................. .13 Morphemes .................................. 13 G raphem es........................................................................................................ 14 Onset and R im e ................................................. 14 Phonemic Awareness..................... 15 Phonological Awareness ................................................................................ 15 O rthography......................................................................................................15 Invented Spelling............................ 16 Lexicon ............................................................................................................ 16 Questions to be A nsw ered...........................................................................................16 2. REVIEW OF THE LITERATURE .................................................. 19 Approaches to Teaching Literacy ..............................................................................19 Reading by Spelling: the Alphabet M ethod.................................................19 The Whole Word Method ......... 20 Whole language...............................................................................................23 Explicit, Systematic Phonics .................................................... 25 The Issues..........................................................................................., .......... 28 TABLE OF CONTENTS-Continued Page Early Spontaneous Readers........................................................................................ 28 The Orthographic Structure of English .....................................................................34 Historical Influences ...................................................................................... 35 The Three Levels of the Structure of English ............................................. 37 Phonological Awareness .............................................................................................40 Syllables and Onset and R im e ...................................................
Recommended publications
  • Essential Strategies for Teaching Phonemic Awareness SECTION

    Essential Strategies for Teaching Phonemic Awareness SECTION

    SECTION I Essential Strategies for Teaching Phonemic Awareness hat is phonemic awareness and how does it impact reading? Many early childhood and primary grade teachers wrestle with these questions on a daily W basis. This section presents the research on phonemic awareness and best practices for training students to identify sounds. A BRIEF OVERVIEW OF PHONEMIC AWARENESS Phonemic awareness is the ability to focus on and manipulate phonemes in the spoken word (Ehri, Nunes, Willows, & Schuster, 2001). Phonemes are the smallest units in the spoken language, with English containing approximately 41 phonemes (Ehri & Nunes, 2002). Young students often have difficulties letting go of the letters and just concentrating on the sounds in the spoken word. Yet research indicates that phonemic awareness and letter knowledge are key predictors to students’ success in learning to read (National Reading Panel, 2000). In fact, predictive studies show that when children enter kindergarten with the ability to manipulate phonemes and identify letters, they progress at a faster pace in learning to read (Ehri & Roberts, 2006). An ongoing discussion in the field of literacy is whether phonemic awareness is a conceptual understanding about language or whether it is a skill. According to Phillips and Torgesen (2006), it is both an understanding and a skill. For example, in order to identify the phonemes in [cat], students must understand that there are sounds at the beginning, middle, and end that can be manipulated. Students must also be able to complete phonemic awareness tasks such as the following: • Phoneme isolation: Isolate phonemes; for example, “Tell me the first sound in cat.” • Phoneme identity: Recognize common sounds in different words; for example, “Tell me the same sound in rug, rat, and roll.” 1 2 P ROMOTING L ITERACY D EVE L O P MENT • Phoneme categorization: Identify the word with the odd sound in a sequence; for example, “Which word does not belong in sat, sag, rug?” • Phoneme blending: Combine separate sounds to form a word; for example, [b-a-t] for bat.
  • Alphabetic Principle, Word Study, and Spelling Definitions Match the Key Concept to Its Definition by Writing the Letter in the Correct Blank

    Alphabetic Principle, Word Study, and Spelling Definitions Match the Key Concept to Its Definition by Writing the Letter in the Correct Blank

    AP HANDOUT 2A Alphabetic Principle, Word Study, and Spelling Definitions Match the key concept to its definition by writing the letter in the correct blank. Set A 1. ______ decoding A. Understanding that the sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words 2. ______common sound B. Sound that a letter most frequently makes in a word 3. ______decodable texts C. Vowels and certain consonant sounds that can be prolonged during pronunciation and are easier to say without being distorted 4. ______ encoding D. Engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught 5. ______ alphabetic E. Process of converting printed words into their spoken principle forms by using knowledge of letter-sound relationships and word structure 6. ______ continuous F. Process of converting spoken words into their written sounds forms (spelling) SET B 7. ______ sounding out G. Words in which some or all of the letters do not represent their most common sounds 8. ______ letter H. Groups of consecutive letters that represent a particular recognition sound(s) in words 9. ______ irregular words I. Ability to distinguish and name each letter of the alphabet, sequence the letters, and distinguish and produce both upper and lowercase letters 10. ______ regular words J. Relationships between common sounds of letters or letter combinations in written words 11. ______ stop sounds K. Words in which the letters make their most common sound 12. ______ letter-sound L. Process of saying each sound that represents a letter(s) in correspondences a word and blending them together to read it 13.
  • Scientific Evidence for Effective Teaching of Reading

    Scientific Evidence for Effective Teaching of Reading

    Read About It: Scientific Evidence for Effective Teaching of Reading Kerry Hempenstall Edited by Jennifer Buckingham Research Report | March 2016 National Library of Australia Cataloguing-in-Publication Data: Creator: Hempenstall, Kerry, author. Title: Read about it : scientific evidence for effective teaching of reading / Kerry Hempenstall ; edited by Jennifer Buckingham. ISBN: 9781922184610? (paperback) Series: CIS research report ; 11. Subjects: Effective teaching. Early childhood education--Research--Australia. Literacy--Research--Australia. Teacher effectiveness. Other Creators/Contributors: Buckingham, Jennifer, editor. Centre for Independent Studies (Australia), issuing body. Dewey Number: 371.10994 Read About It: Scientific Evidence for Effective Teaching of Reading Kerry Hempenstall Edited by Jennifer Buckingham Research Report 11 Related CIS publications Research Report RR9 Jennifer Buckingham and Trisha Jha, One School Does Not Fit All (2016) Policy Magazine Spring Issue Jennifer Buckingham, Kevin Wheldall and Robyn Beaman-Wheldall, ‘Why Jaydon can’t read: The triumph of ideology over evidence in teaching reading’ (2013) Contents Executive Summary ...............................................................................................1 Introduction ..........................................................................................................3 The power of improved instruction ...................................................................4 Effective, evidence-based reading instruction: The five ‘keys’
  • Integrating Literature Across the First Grade Curriculum Through Thematic Units

    Integrating Literature Across the First Grade Curriculum Through Thematic Units

    California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1992 Integrating literature across the first grade curriculum through thematic units Diana Gomez-Schardein Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Education Commons, and the Reading and Language Commons Recommended Citation Gomez-Schardein, Diana, "Integrating literature across the first grade curriculum through thematic units" (1992). Theses Digitization Project. 710. https://scholarworks.lib.csusb.edu/etd-project/710 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. California State University San Bernardino INTEGRATING LITERATURE ACROSS THE FIRST GRADE CURRICULUM THROUGH THEMATIC UNITS A Project Submitted to The Faculty of the School ofEducation In Partial Fulfillment of the Requirements of the Degree of Master of Arts in Education: Reading Option By Diana Gomez-Schardein,M.A. San Bernardino, California 1992 APPROVED BY: Advisor : Dr. Adrla Klein eco/id#{eader : Mr. Jcfe Gray I I SUMMARY Illiteracy is one of the nation's eminent problems. Ongoing controversy exists among educators as to how to best combat this problem of growing proportion. The past practice has been to teach language and reading in a piecemeal,fragmented manner. Research indicates, however,curriculum presented as a meaningful whole is more apt to facilitate learning. The explosion of marvelous literature for children and adolescents provides teachers with the materials necessary for authentic reading programs.
  • Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials

    Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials

    Reading Horizons: A Journal of Literacy and Language Arts Volume 49 Issue 1 October/November 2008 Article 4 10-2008 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene Barry Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Barry, A. (2008). Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials. Reading Horizons: A Journal of Literacy and Language Arts, 49 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol49/iss1/4 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. Reading the Past • 31 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene L. Barry, Ph.D. University of Kansas, Lawrence, Kansas Abstract This article addresses the International Reading Association’s foun- dational knowledge requirement that educators recognize histori- cal antecedents to contemporary reading methods and materials. The historical overview presented here highlights the ineffective methods and restrictive materials that have been discarded and the progress that has been made in the development of more effective and inclusive reading materials. In addition, tributes are paid to seldom-recognized innovators whose early efforts to improve read- ing instruction for their own students resulted in important change still evident in materials used today. Why should an educator be interested in the history of literacy? It has been frequently suggested that knowing history allows us to learn from the past.
  • Foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring

    Foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring

    Foundations of Reading: ß What is phonological awareness? Effective ß Why is phonological awareness Phonological considered to be one of the Awareness foundations of reading? Instruction ß What are some ways to teach and Progress phonological awareness to Monitoring students who are struggling with learning to read? ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 1 Phonological Phonemic Awareness Awareness Survey of Knowledge: Foundations of Reading Letter-Sound Alphabetic Knowledge Principle ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 2 Phonological awareness is understanding that spoken language conveys thoughts in words that are composed of sounds (phonemes) specific to that language. Phonological Awareness Phonological awareness is understanding that: ß Words are composed of separate sounds (phonemes); and ß Phonemes can be blended together to make words, words can be separated into phonemes, and phonemes can be manipulated to make new words. ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 3 Phonemes are the smallest units of sound in spoken words. What Are Phonemes? Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words. / m / / a / / t / 1st phoneme 2nd phoneme 3rd phoneme ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 4 Phonological Awareness Continuum ALLITERATION ONSETS SENTENCE SYLLABLES AND PHONEMES RHYME SEGMENTATION RIMES Alliteration Segmenting Blending Blending or Producing Blending sentences syllables to segmenting groups of phonemes into into spoken say words or the initial words that words, words segmenting consonant or begin with the segmenting spoken words consonant same initial words into into syllables cluster (onset) sound individual and the vowel phonemes, and and consonant Rhyme manipulating sounds spoken phonemes in Matching the after it (rime) ending sounds spoken words of words Examples Alliteration The dog ran away.
  • Literacy in India: the Gender and Age Dimension

    Literacy in India: the Gender and Age Dimension

    OCTOBER 2019 ISSUE NO. 322 Literacy in India: The Gender and Age Dimension TANUSHREE CHANDRA ABSTRACT This brief examines the literacy landscape in India between 1987 and 2017, focusing on the gender gap in four age cohorts: children, youth, working-age adults, and the elderly. It finds that the gender gap in literacy has shrunk substantially for children and youth, but the gap for older adults and the elderly has seen little improvement. A state-level analysis of the gap reveals the same trend for most Indian states. The brief offers recommendations such as launching adult literacy programmes linked with skill development and vocational training, offering incentives such as employment and micro-credit, and leveraging technology such as mobile-learning to bolster adult education, especially for females. It underlines the importance of community participation for the success of these initiatives. Attribution: Tanushree Chandra, “Literacy in India: The Gender and Age Dimension”, ORF Issue Brief No. 322, October 2019, Observer Research Foundation. Observer Research Foundation (ORF) is a public policy think tank that aims to influence the formulation of policies for building a strong and prosperous India. ORF pursues these goals by providing informed analyses and in-depth research, and organising events that serve as platforms for stimulating and productive discussions. ISBN 978-93-89622-04-1 © 2019 Observer Research Foundation. All rights reserved. No part of this publication may be reproduced, copied, archived, retained or transmitted through print, speech or electronic media without prior written approval from ORF. Literacy in India: The Gender and Age Dimension INTRODUCTION “neither in terms of absolute levels of literacy nor distributive justice, i.e., reduction in gender Literacy is one of the most essential indicators and caste disparities, does per capita income of the quality of a country’s human capital.
  • The End of Illiteracy?

    The End of Illiteracy?

    The End of Illiteracy? The Holy Grail of Clackmannanshire TOM BURKARD CENTRE FOR POLICY STUDIES 57 Tufton Street London SW1P 3QL 1999 THE AUTHOR Tom Burkard is the Secretary of the Promethean Trust and has published several articles on how children learn to read. He contributed to the 1997 Daily Telegraph Schools Guide, and is a member of the NASUWT. His main academic interest is the interface between reading theory and classroom practice. His own remedial programme, recently featured in the Dyslexia Review, achieved outstanding results at Costessey High School in Norwich. His last Centre for Policy Study pamphlet, Reading Fever: Why phonics must come first (written with Martin Turner in 1996) proved instrumental in determining important issues in the National Curriculum for teacher training colleges. Acknowledgements Support towards research for this Study was given by the Institute for Policy Research. The Centre for Policy Studies never expresses a corporate view in any of its publications. Contributions are chosen for their independence of thought and cogency of argument. ISBN No. 1 897969 87 2 Centre for Policy Studies, March 1999 Printed by The Chameleon Press, 5 - 25 Burr Road, London SW18 CONTENTS Summary 1. Introduction 1 2. A brief history of the ‘reading wars’ 4 3. A comparison of analytic and synthetic phonics 9 4. Problems with the National Literacy Strategy 12 5. The success of synthetic phonics 17 6. Introducing synthetic phonics into the classroom 20 7. Recommendations 22 Appendix A: Problems with SATs 25 Appendix B: A summary of recent research on analytic phonics 27 Appendix C: Research on the effectiveness of synthetic phonics 32 SUMMARY The Government’s recognition of the gravity of the problem of illiteracy in Britain is welcome.
  • Similarities and Differences Between Simultaneous and Successive Bilingual Children: Acquisition of Japanese Morphology

    Similarities and Differences Between Simultaneous and Successive Bilingual Children: Acquisition of Japanese Morphology

    International Journal of Applied Linguistics & English Literature E-ISSN: 2200-3452 & P-ISSN: 2200-3592 www.ijalel.aiac.org.au Similarities and Differences between Simultaneous and Successive Bilingual Children: Acquisition of Japanese Morphology Yuki Itani-Adams1, Junko Iwasaki2, Satomi Kawaguchi3* 1ANU College of Asia & the Pacific, The Australian National University, Canberra, ACT, 2601, Australia 2School of Arts and Humanities, Edith Cowan University, 2 Bradford Street, Mt Lawley WA 6050, Australia 3School of Humanities and Communication Arts, Western Sydney University, Bullecourt Ave, Milperra NSW 2214, Australia Corresponding Author: Satomi Kawaguchi , E-mail: [email protected] ARTICLE INFO ABSTRACT Article history This paper compares the acquisition of Japanese morphology of two bilingual children who had Received: June 14, 2017 different types of exposure to Japanese language in Australia: a simultaneous bilingual child Accepted: August 14, 2017 who had exposure to both Japanese and English from birth, and a successive bilingual child Published: December 01, 2017 who did not have regular exposure to Japanese until he was six years and three months old. The comparison is carried out using Processability Theory (PT) (Pienemann 1998, 2005) as a Volume: 6 Issue: 7 common framework, and the corpus for this study consists of the naturally spoken production Special Issue on Language & Literature of these two Australian children. The results show that both children went through the same Advance access: September 2017 developmental path in their acquisition of the Japanese morphological structures, indicating that the same processing mechanisms are at work for both types of language acquisition. However, Conflicts of interest: None the results indicate that there are some differences between the two children, including the rate Funding: None of acquisition, and the kinds of verbal morphemes acquired.
  • Literacy UN Acked: What DO WE MEAN by Literacy?

    Literacy UN Acked: What DO WE MEAN by Literacy?

    Memo 4 | Fall 2012 LEAD FOR LITERACY MEMO Providing guidance for leaders dedicated to children's literacy development, birth to age 9 L U: W D W M L? The Issue: To make decisions that have a positive What Competencies Does a Reader Need to impact on children’s literacy outcomes, leaders need a Make Sense of This Passage? keen understanding of literacy itself. But literacy is a complex concept and there are many key HIGH-SPEED TRAINS* service that moved at misunderstandings about what, exactly, literacy is. A type of high-speed a speed of one train was first hundred miles per Unpacking Literacy Competencies hour. Today, similar In this memo we focus specifically on two broad introduced in Japan about forty years ago. Japanese trains are categories of literacy competencies: skills‐based even faster, traveling The train was low to competencies and knowledge‐based competencies. at speeds of almost the ground, and its two hundred miles nose looked somewhat per hour. There are like the nose of a jet. Literacy many reasons that These trains provided high-speed trains are Reading, Wring, Listening & Speaking the first passenger popular. * Passage adapted from Good & Kaminski (2007) Skills Knowledge Dynamic Indicators of Basic Early Literacy Skills, 6th ed. ‐ Concepts about print ‐ Concepts about the ‐ The ability to hear & world Map sounds onto letters (e.g., /s/ /p/ /ee/ /d/) work with spoken sounds ‐ The ability to and blend these to form a word (speed) ‐ Alphabet knowledge understand & express Based ‐ Word reading complex ideas ‐ Recognize
  • Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI

    Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI

    DOCUMENT RESUME ED 479 530 CS 512 338 AUTHOR Pearson, P. David TITLE Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-08-00 NOTE 46p.; CIERA Archive #01-08. CONTRACT R305R70004 AVAILABLE FROM CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734- 763 -1229. For full text: http://www.ciera.org/library/archive/ 2001-08/0108pdp.pdf. PUB TYPE Information Analyses (070). Reports Research (143) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Educational History; *Educational Practices; Futures (of Society); Instructional Materials; *Reading Instruction; *Reading Processes; *Reading Research; Reading Skills; Teaching Methods IDENTIFIERS *Reading Theories ABSTRACT This paper discusses reading instruction in the 20th century. The paper begins with a tour of the historical pathways that have led people, at the century's end, to the "rocky and highly contested terrain educators currently occupy in reading pedagogy." After the author/educator unfolds his version of a map of that terrain in the paper, he speculates about pedagogical journeys that lie ahead in a new century and a new millennium. Although the focus is reading pedagogy, the paper seeks to connect the pedagogy to the broader scholarly ideas of each period. According to the paper, developments in reading pedagogy over the last century suggest that it is most useful to divide the century into thirds, roughly 1900-1935, 1935- 1970, and 1970-2000. The paper states that, as a guide in constructing a map of past and present, a legend is needed, a common set of criteria for examining ideas and practices in each period--several candidates suggest themselves, such as the dominant materials used by teachers in each period and the dominant pedagogical practices.
  • Part 1: Introduction to The

    Part 1: Introduction to The

    PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech.