SOLAR: The Science of Language and Reading

Autor/in	Snow, Pamela C.
Titel	SOLAR: The Science of Language and Reading
Quelle	In: Child Language Teaching and Therapy, 37 (2021) 3, S.222-233 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Snow, Pamela C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659020947817
Schlagwörter	Reading Skills; Reading Instruction; Oral Language; Reading Failure; Reading Research; Guidelines; Schemata (Cognition); Social Emotional Learning; Language Acquisition; Interpersonal Competence; Correlation; Speech Language Pathology; Speech Therapy; Reading Difficulties; Evidence Based Practice; Child Development; Family Literacy; Family Environment; Spelling; Educational Environment; Infants; Preschool Children; Socioeconomic Status; Elementary Secondary Education; Job Skills + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Reading disability; Reading weakness; Leseschwäche; Leseforschung; Richtlinien; Cognition; Schema; Kognition; Sprachaneignung; Spracherwerb; Interpersonale Kompetenz; Korrelation; Entwicklungsproximale Sprachtherapie; Logotherapie; Reading difficulty; Leseschwierigkeit; Kindesentwicklung; Familienmilieu; Schreibweise; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Infant; Toddler; Toddlers; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Produktive Fertigkeit
Abstract	Reading ability is profoundly important, for individuals and for the societies of which they are a part. Research indicates that we should be successfully teaching 95% of children to read, yet, in reality, high rates of reading failure are common in western, industrialized nations. In large part, this reflects a failure to translate into practice knowledge derived from the scientific study of reading and reading instruction and, indeed, to the rejection in some circles of the notion that there is a science of reading, in the same way that there is a science of memory, learning, and cognition. In this article, I suggest the Science of Language and Reading (SOLAR) framework as a way of positioning oral language as a central driver of reading acquisition. The SOLAR framework is illustrated via the Language House schema, which considers the social-emotional contexts for language acquisition and reading instruction, alongside the ongoing development of prosocial interpersonal skills and mastery of sufficient language and reading skills by early adulthood to be able to function as part of the social and economic mainstream. I argue that speech-language therapy has much to offer to the promotion of evidence-based early reading and writing instruction and support, given the linguistic nature of reading and the high comorbidity between language and reading difficulties and social-emotional disturbances in childhood and adolescence. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01