Why Reading Is Not a Natural Process 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Association for Supervision and Curriculum Development, 1998;copyrightMarch 199846Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Reading-Phonetics Methods -- Reading -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L 11 Ed83el (Browse shelf) | Available | PER 277 WR |
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ABSTRACT : Nearly four decades of scientific research on how children learn to read supports an emphasis on phonemic awareness and phonics. Research supported by the National Institute of Child Health and Human Development indicates that children must be aware that spoken words are composed of individual sound parts and be able to link sounds with letters to become fluent readers. Research also indicates that reading development is not a natural process, though some educators hold this view. Within the education field, the challenge remains to accept these research findings, despite the assumptions they refute. 56
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