Learning a "New Language"--The Objective Approach to Early Literacy in English

Autor/in	Ashbrook, John
Titel	Learning a "New Language"--The Objective Approach to Early Literacy in English
Quelle	In: Educational Psychology in Practice, 26 (2010) 3, S.219-238 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
Schlagwörter	Syllables; Emergent Literacy; Language Experience Approach; Language Enrichment; English; Phonology; Teaching Methods; Language Acquisition; Contrastive Linguistics; Indo European Languages; Russian; Welsh; Spelling; Phonetics; Phonics; Reading Processes + Suchen Sie Ihr Suchwort? Silbe; Frühleseunterricht; Language; Languages; Experience; Sprache; Erfahrung; English language; Englisch; Fonologie; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Linguistics; Kontrastive Linguistik; Indoeuropäisch; Russisch; Walisisch; Schreibweise; Phonetik; Fonetik; Leseprozess
Abstract	Published research shows that English speakers gain literacy skills up to the 7-year level more effectively when taught using a language experience approach rather than a word reading approach (reading common words plus phonic reading). It is suggested that this is because of the almost unique nature of English phonology, that is the strengthening of unstressed syllables when converted to stressed syllables, for example, "uhn indipendn't witnis" becomes the systematically distorted form of English, with four changes of vowel, that is reflected in the written form. This means that to read English, speakers must learn a "new language". The research evidence is considered and the implications for teaching are suggested. (Contains 5 boxes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10