Following the Rules in an Unruly Writing System: The Cognitive Science of Learning to Read English.
The core task of reading is to look at letters and identify their sounds and meaning. In English, the spelling system is quasiregular, meaning it includes many reliable patterns (some so reliable they could be called "rules") but also many inconsistent ones (the sound of EA in heat vs. head). The tr...
| Publicado en: | Reading Teacher Vol. 77; no. 5; pp. 712 - 727 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar/Apr2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=176246161&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 176246161 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Mar/Apr2024 vid: 77 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 176246161 10.1002/trtr.2299 ppf: 712 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 859KB tig: atl: Following the Rules in an Unruly Writing System: The Cognitive Science of Learning to Read English. aug: au: Kearns, Devin M. Cooper Borkenhagen, Matthew J. su: English language education Vocabulary Spelling ability Pronunciation Phonological awareness sug: subj: English language education Vocabulary Spelling ability Pronunciation Phonological awareness keyword: cognition connectionism instruction phonics reading ab: The core task of reading is to look at letters and identify their sounds and meaning. In English, the spelling system is quasiregular, meaning it includes many reliable patterns (some so reliable they could be called "rules") but also many inconsistent ones (the sound of EA in heat vs. head). The triangle model of reading (Seidenberg & McClelland, 1989) demonstrates that novice readers gradually learn the connections between the features of words, including their letters, the ways they make sounds, and the concepts that comprise their meaning. Learners' knowledge changes gradually based on experience pronouncing printed words. Eventually, the reader will say words with variable patterns (like how to say EA) correctly but be unable to articulate rules associated with their pronunciation—because rules are not an inherent part of the learning process. Building robust knowledge of reading words aloud sometimes happens without any help. However, novice readers will often learn more in less time if the teacher explains the structure of the language in terms of sound‐spelling rules (sometimes termed "patterns" to emphasize their variability). This type of instruction, phonics, has known value in supporting reading development. However, distinguishing between the underlying learning process (which doesn't involve rules) and associated teaching practices (which often do) has implications for practitioners. Students will benefit from a balance of implicit and explicit forms of instruction, including simple strategies for reading words, teaching high‐utility rules, emphasizing practice over explanation, and using letters when doing phonemic awareness activities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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