Literaturnachweis - Detailanzeige
| Autor/in | Kim, Young-Suk |
|---|---|
| Titel | A Tale of Two Closely Related Skills: Word Reading and Spelling Development and Instruction |
| Quelle | (2022), (32 Seiten) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Reading Skills; Reading Comprehension; Spelling; Spelling Instruction; Decoding (Reading); Writing (Composition); Reading Writing Relationship; Emergent Literacy; Phonological Awareness; Orthographic Symbols; Morphology (Languages); Reading Instruction; Teaching Methods |
| Abstract | Imagine reading the following text: [characters omitted]. One will not be able to comprehend this sentence unless she or he can read Korean--is able to decode characters and words in the Korean orthography and has an understanding of the Korean language. This example illustrates the absolutely necessary role of word reading in reading comprehension. Similar is the case of spelling for writing, that is, spelling is necessary for writing texts. Although the ultimate goals of reading and writing instruction are not word reading and spelling per se, there is no reading comprehension or written composition without word reading and spelling skills. In this chapter, we focus on word reading and spelling, with particular attention to their connections and instructional implications. To this end, we briefly review the roles of word reading and spelling in theoretical models of reading comprehension and written composition as well as the developmental progression of word reading and spelling skills. We then focus on building foundations of word reading and spelling--emergent literacy skills such as phonological, orthographic, and morphological awareness--and research-informed teaching practices of emergent literacy skills, word reading, and spelling. [This chapter will be published in: Z. A. Philippakos and S. Graham (Eds.), "Reading and Writing Connections," 2022, pp. 25-45. Guilford Press.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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