WHAT'S NEW IN LANGUAGE ARTS--SPELLING.

Autor/in	HODGES, RICHARD E.
Institution	American Association of Elementary, Kindergarten, and Nursery Educators, Washington, DC.
Titel	WHAT'S NEW IN LANGUAGE ARTS--SPELLING.
Quelle	, (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Diachronic Linguistics; Discovery Learning; Elementary Education; English; English Instruction; Language Arts; Oral English; Orthographic Symbols; Phonemes; Research; Spelling; Spelling Instruction; Teaching Methods; Writing (Composition) + Suchen Sie Ihr Suchwort? Linguistics; Diachronische Sprachbetrachtung; Historische Linguistik; Entdeckendes Lernen; Elementarunterricht; English language; Englisch; English langauage lessons; Englischunterricht; Sprachkultur; Fonem; Forschung; Schreibweise; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung
Abstract	AS OUR UNDERSTANDING OF THE LEARNING PROCESS AND OF THE NATURE AND FUNCTION OF SPOKEN AND WRITTEN AMERICAN-ENGLISH INCREASES, SPELLING INSTRUCTION IN THE ELEMENTARY SCHOOLS IS UNDERGOING A DRASTIC CHANGE. RECENT RESEARCH HAS REVEALED A BASIC LOGIC BEHIND THE SOUND-TO-LETTER RELATIONSHIP HITHERTO THOUGHT TO BE HAPHAZARD. BASED ON THE PREMISE THAT WRITTEN LANGUAGE IS SIMPLY A MEANS TO REFLECT ORAL LANGUAGE THROUGH WRITTEN SYMBOLS, EMERGING SPELLING PROGRAMS ARE ATTEMPTING TO HELP CHILDREN PERCEIVE THE SYSTEM IN AMERICAN-ENGLISH SPELLING BY--(1) STRESSING AS A FOUNDATION FOR THE STUDY AND MASTERY OF WORDS THE ALPHABETIC NATURE OF ENGLISH ORTHOGRAPHY, AS OPPOSED TO LOGOGRAPHIC OR SYLLABARY ORTHOGRAPHIES, (2) UTILIZING THE HISTORY OF THE WRITING SYSTEM TO HELP CHILDREN UNDERSTAND BOTH THE SOURCES AND MEANINGS OF WORDS AND THEIR EFFECTS UPON THE SPELLING OF MANY WORDS, (3) EMPHASIZING THE CHILDREN'S ABILITY TO PROOFREAD AND TO CORRECT THEMSELVES THROUGH DEVELOPMENT OF THE DICTIONARY HABIT, (4) HELPING CHILDREN FIND METHODS FOR DIAGNOSING THOSE ELEMENTS OF ORAL LANGUAGE WHICH ARE AN AID TO SPELLING WORDS, (5) ENSURING THAT CHILDREN EMPLOY, IN LEARNING TO SPELL, THE SENSORY PROCESSES OF AUDITION, VISION, AND FEELING, AS WELL AS THE PROCESSES OF REASONING AND SPEAKING, AND (6) URGING CHILDREN TO APPLY THE PRINCIPLES OF LANGUAGE TO THEIR SPELLING. (THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL EDUCATION ASSN., 1201 16TH ST., N.W., WASHINGTON, D.C. 20036, STOCK NO. 282-08828.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01