Learning to read: Difference between revisions

Revision as of 14:49, 26 December 2020

Revision as of 14:59, 26 December 2020

Line 267:

[[File:Reading_with_Children_%28Millais%29.png|thumb|Reading with children]]

===Alphabetic languages===

Educators have debated for years about which method is best to teach reading for the English language. There are three main methods, [[phonics]], [[whole language]] and [[balanced literacy]]. There are also a variety of other areas and practices such as [[phonemic awareness]], fluency, reading comprehension, rapid automatized naming, sight words and sight vocabulary, the three-cueing system (the searchlights model in England), [[guided reading]], [[shared reading]], and leveled reading, and practice. Each practice is employed in different manners depending on the country and the specific school division.

In 2001, some researchers reached two conclusions: 1) "mastering the alphabetic principle is essential" and 2) "instructional techniques (namely, phonics) that teach this principle directly are more effective than those that do not". However, while they make it clear they have some fundamental disagreements with some of the claims made by whole-language advocates, some principles of whole language have value such as the need to ensure that students are enthusiastic about books and eager to learn to read.<ref>{{cite web|url=https://www.psychologicalscience.org/journals/pspi/pdf/pspi22.pdf|title=HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING, American Psychological Society, VOL. 2, NO. 2, NOVEMBER 2001, page 57}}</ref>