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Theoretical Approaches to Reading Instruction

Theoretical Approaches to Reading Instruction. Marilyn Jager-Adams. Introduction. three styles of learning: alphabetic words meaning. Alphabetic Approaches. Disadvantages: Difficult to learn Focused on memorization, reading aloud Less concerned with conveying ideas (310).

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Theoretical Approaches to Reading Instruction

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  1. Theoretical Approaches to Reading Instruction Marilyn Jager-Adams

  2. Introduction three styles of learning: • alphabetic • words • meaning

  3. Alphabetic Approaches Disadvantages: • Difficult to learn • Focused on memorization, reading aloud • Less concerned with conveying ideas (310) Advantages: • One alphabetic symbol per phoneme • No language admits more than a few dozen phonemes • Prevalent method for nearly 3,000 years • Hailed as most important invention in the social history of the world (309)

  4. Alphabetic Methods: • The Alphabet Song • Hornbooks • Blue-Back Speller (1783) Image courtesy of The Library of Congress www.loc.gov Image courtesy of Folger Shakespeare Library

  5. 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)

  6. Meaning (cont.) • over 19th 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)

  7. 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 (312) "Fun with Dick and Jane" 1946

  8. The Contemporary Debate

  9. 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 ContemporaryDebate The 1950's through Present Day: Competing beliefs, such as Phonetics, Whole Language Movement, and continued adherents to the Alphabetic Method

  10. The Contemporary Debate Research Findings: 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 • 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)

  11. Phonemes: Learning to connect sounds to written language

  12. 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.YouTube. YouTube, 7 February 2011. Web. 15 June 2014. University of Oregon. 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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