Literaturnachweis - Detailanzeige
| Autor/inn/en | Gaskins, Irene W.; und weitere |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | A Metacognitive Approach to Phonics: Using What You Know To Decode What You Don't Know. Technical Report No. 424. |
| Quelle | (1988), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Basal Reading; Decoding (Reading); Elementary Secondary Education; Language Role; Phonics; Reading Comprehension; Reading Difficulties; Reading Programs; Reading Strategies; Remedial Reading; Sight Vocabulary; Skill Development; Vocabulary Development; Word Recognition |
| Abstract | In the past, phonics instruction has done little to lessen the difficulties that many poor readers have with decoding words quickly and accurately enough to construct meaning from text. Based on an analysis of the research literature in decoding and a four-year cycle of program development, a new program was created for teaching decoding to poor readers of average or above average intelligence in grades 1 through 8. Approximately 275 Benchmark School students have received instruction using this program. The program guides students to become aware of patterns and consistencies in language and to apply a decoding process of using what they have learned about words to decode words they do not know. It is a teacher directed, supplemental program to be taught to a whole class for approximately 15 to 20 minutes a day and is intended to be used in conjunction with a basal reader or trade book program. The program features a multisensory approach, strong emphasis on vocabulary and language development, and a direct teaching model. Goals of the program include teaching students to use known words to decode unknown words, to discriminate structural components of words, to see how language is organized, to be flexible in pronouncing words, and to demonstrate automaticity in decoding--all as foundation blocks for the meaning-making process. Preliminary evidence suggests that the program has been successful in improving students' decoding skills. (Thirty-three references are attached.) (Author/ARH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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