Theoretical Approaches to Reading Instruction Marilyn JagerAdams Introduction
- Slides: 13
Theoretical Approaches to Reading Instruction Marilyn Jager-Adams
Introduction three styles of learning: • alphabetic • words • meaning
Alphabetic Approaches Advantages: Disadvantages: • One alphabetic symbol per phoneme • Difficult to learn • No language admits more than a few dozen phonemes • Focused on memorization, reading aloud • Prevalent method for nearly 3, 000 years • Less concerned with conveying ideas • Hailed as most important invention in the social history of the world (309) (310)
Alphabetic Methods: • The Alphabet Song • Hornbooks • Blue-Back Speller (1783) Image courtesy of Folger Shakespeare Library Image courtesy of The Library of Congress www. loc. gov
Words • introduction of the "whole" method • debate over the "proper whole": • reading should begin with memorization • memorization of whole books/stories (Matthew 1966) • sentence-whole thought to be most natural of thought and expression • sentence-whole words sounds letters (Huey 1908/1968) (310 -311)
Meaning (cont. ) • over 19 th century came increased availability of books/titles • change to aquiring knowledge for its own sake/purposes • improving one's personal capacity for practical & intellectual fulfillment • expanded areas of scholarship (science, history, art, philosophy, economics, literature) (311)
Meaning (stimulus-thought) • shift towards motivation, freedom of thought: • ". . . everyone selects what suits him from what he reads" (1895, 73; cited in N. Smith 1986, 118) • change from reading aloud to silent reading • words recognized through pictures/context • letter/sound recognition relegated to ancillary use • in use until around the 1940's "Fun with Dick and Jane" 1946 (312)
The Contemporary Debate
The Contemporary Debate The 1950's through Present Day: Competing beliefs, such as Phonetics, Whole Language Movement, and continued adherents to the Alphabetic Method • 1950’s: phonetics briefly regain core curriculum position • 1960’s: Whole Language Movement • Meaning-driven approaches from earlier revamped (313) • Attention Theory (meaning and message) • Same difficulties faced by other meaning based methods
The Contemporary Debate Research Findings: • Reading for meaning includes: • Line for line, left to right style (313) • Rapid word/letter-wise processing (313) • Knowledge of one’s language spellings and spelling-speech mappings is crucial (313 -314) Where does the impasse lie with the Alphabetic Method? • Perceptual/conceptual elusiveness of phonemes (313) • Humans are biologically disposed to learn/decode the phonemes of their native language (313) • Focus needs to be on the sounds of language vs. meanings
Phonemes: Learning to connect sounds to written language
Phonemic Awareness Alphabetic Student Language Play Meaning. First
Works Cited Jager Adams, Marilyn. "Theoretical Approaches to Reading Instruction" Cushman, Ellen, et al. Literacy: A Critical Sourcebook. Boston: Bedford/St. Martin's, 2001. 309 -315. Print. Oxford Education. "Read Write Inc. Phonemes Pronunciation Guide DVD. ” Online video clip. You. Tube, 7 February 2011. Web. 15 June 2014. University of Oregon Center on Teaching and Learning. n. d. webpage. 15 June 2014. <http: //reading. uoregon. edu/big_ideas/pa/pa_what. php>.
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