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ERIC Number: ED014388
Record Type: RIE
Publication Date: 1967-May
Pages: 11
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
PINPOINTING SPECIFIC SKILL NEEDS.
WYATT, NITA
BEFORE ANY DIAGNOSTIC READING INSTRUCTION IS DONE, TEACHERS SHOULD DETERMINE THE INSTRUCTIONAL LEVEL OF THE CHILD AND SHOULD PINPOINT HIS SPECIFIC SKILL NEEDS BY CAREFULLY OBSERVING HIS ORAL READING BEHAVIOR. THE FOLLOWING SKILLS ARE SUGGESTED AS GOOD INDICATORS OF THE CHILD'S ATTEMPT TO APPLY PHONICS KNOWLEDGE--(1) THE USE OF CONTEXT TO PREDICT WHAT AN UNKNOWN WORD MAY BE BEFORE THE ANALYSIS PROCESS BEGINS OR AS THE PROCESS BEGINS, (2) THE VISUAL DISSECTION OF THE WORD INTO PRONOUNCEABLE UNITS, (3) THE COMPARISON OF SOUNDS PRODUCED THROUGH PHONETIC ANALYSIS WITH FAMILIAR PRONUNCIATIONS, AND (4) THE VARIATION OF THE SOUND VALUE GIVEN TO A WORD UNTIL A RECOGNIZABLE WORD IS PRODUCED. FINDINGS FROM FOUR STUDIES ARE CITED TO SUPPORT THE CONTENTIONS THAT CONNECTED READING REQUIRES AN INTEGRATION OF SEVERAL READING SKILLS WHICH MAY NOT BE REQUIRED IN READING WORD LISTS AND THAT THE TEACHING OF PHONICS IMPROVES WORD READING BUT NOT NECESSARILY THE READING OF CONNECTED MATERIAL. THE TEACHING OF PHONICS, THEREFORE, SHOULD STRESS THE APPLICATION OF PHONICS KNOWLEDGE IN UNLOCKING UNKNOWN WORDS MET IN READING CONNECTED MATERIAL. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (NS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A