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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Reading and the Structure of the English Language. |
| Quelle | (1999), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Elementary Secondary Education; English; Higher Education; Induction; Instructional Effectiveness; Reading Writing Relationship; Sentence Structure; Student Evaluation; Teacher Role |
| Abstract | Understanding the structure of the English language can assist learners in getting the feeling for what comes next sequentially in oral or silent reading. Noting that the structure of knowledge movement during the 1960s-1970s emphasized the selection of what is relevant and important to teach and that pupils learn ideas inductively, this paper suggests some enjoyable ways to have pupils learn key ideas in English as it relates to reading instruction. The paper states, that to emphasize the structure of knowledge approach in learning, the teacher should: have an excellent knowledge of major generalizations in sentence patterns; sequence learning opportunities in which individuals experience the enactive (objects and items), the iconic (semi-concrete materials of instruction), and the symbolic (abstract ideas); appraise pupils to ascertain how many of these structural ideas are being attained by pupils in a spiral curriculum; and use enactive, iconic, and symbolic materials in inductive approaches to learning. The paper then focuses on a detailed discussion of sentence patterns, including procedures to use in evaluating pupil achievement pertaining to knowledge and skills in the structure or patterns of sentences. It concludes that teachers need to spend more time emphasizing to pupils how learning the structure of language is practical in reading and writing across the curriculum. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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