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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1982
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED222883 |
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| _version_ | 1867181848331812864 |
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| author | Leong, Che Kan |
| author_facet | Leong, Che Kan Leong, Che Kan |
| collection | Education Resources Information Center |
| contents | Reading Words and Reading Text. Leong, Che Kan Context Clues Decoding (Reading) Discourse Analysis Elementary Education English Lexicology Linguistic Theory Morphophonemics Reading Comprehension Reading Instruction Reading Processes Reading Research Reading Skills Schemata (Cognition) Word Recognition The research and practical questions about the internal lexicon, the associated network of internal representation basic to word meaning, boil down to whether in reading English the phonological route is obligatory or optional. Since the English writing system is morphophonemic, not phonetic, access to the internal lexicon cannot and should not just be at the surface, phonetic level. Simplified spelling cannot quite bring out much of the relevant information in the English writing system. Teachers must balance phonic subskills and reading comprehension even in primary grade classes. The concept of internal dictionary must be broadened to that of an internal encyclopedia or internal library. Fast, accurate decoding of words is necessary but not sufficient for comprehension of text. Research on the reading process has led to schema theory, which postulates that story comprehension evolves around high-level representation of schemata that helps to organize and integrate a story and makes it comprehensible and recallable. The idea that comprehension of text, memory, and knowledge are interwoven means that teachers will have to teach learning strategies explicitly and should be wary of "simplified" stories. The interactive nature of the reading process underscores the importance of both the structure and function of language. Replacing formal, rigid language and reading instruction with instruction that stresses the flexibility and ambiguity of language will produce better teaching methods. (JL) |
| format | Recurso educativo Open Access |
| id | eric_ED222883 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1982 |
| record_format | eric |
| spellingShingle | Reading Words and Reading Text. Leong, Che Kan Context Clues Decoding (Reading) Discourse Analysis Elementary Education English Lexicology Linguistic Theory Morphophonemics Reading Comprehension Reading Instruction Reading Processes Reading Research Reading Skills Schemata (Cognition) Word Recognition Reading Words and Reading Text. Leong, Che Kan Context Clues Decoding (Reading) Discourse Analysis Elementary Education English Lexicology Linguistic Theory Morphophonemics Reading Comprehension Reading Instruction Reading Processes Reading Research Reading Skills Schemata (Cognition) Word Recognition The research and practical questions about the internal lexicon, the associated network of internal representation basic to word meaning, boil down to whether in reading English the phonological route is obligatory or optional. Since the English writing system is morphophonemic, not phonetic, access to the internal lexicon cannot and should not just be at the surface, phonetic level. Simplified spelling cannot quite bring out much of the relevant information in the English writing system. Teachers must balance phonic subskills and reading comprehension even in primary grade classes. The concept of internal dictionary must be broadened to that of an internal encyclopedia or internal library. Fast, accurate decoding of words is necessary but not sufficient for comprehension of text. Research on the reading process has led to schema theory, which postulates that story comprehension evolves around high-level representation of schemata that helps to organize and integrate a story and makes it comprehensible and recallable. The idea that comprehension of text, memory, and knowledge are interwoven means that teachers will have to teach learning strategies explicitly and should be wary of "simplified" stories. The interactive nature of the reading process underscores the importance of both the structure and function of language. Replacing formal, rigid language and reading instruction with instruction that stresses the flexibility and ambiguity of language will produce better teaching methods. (JL) |
| title | Reading Words and Reading Text. |
| topic | Context Clues Decoding (Reading) Discourse Analysis Elementary Education English Lexicology Linguistic Theory Morphophonemics Reading Comprehension Reading Instruction Reading Processes Reading Research Reading Skills Schemata (Cognition) Word Recognition |
| url | https://eric.ed.gov/?id=ED222883 |