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ERIC Number: ED049886
Record Type: RIE
Publication Date: 1970-Dec
Pages: 20
Abstractor: N/A
Reference Count: 0
Theories of Language Development and their Relation to Reading.
Athey, Irene
This conference report is centered on that phase of the Targeted Research and Development Program in Reading literature search dealing with language development as it relates to reading. Models of language acquisition, hypotheses derived from the models, and comparisons of synthesized models are discussed. Among them are behaviorist (Skinner), cognitive (Chomsky), and concept acquisition (Brown) models, and relationships are drawn both among the models and between them and the work of Piaget in developing an organismic-developmental model. The work of Lenneburg and Carrol is also discussed at some length. Implications of each of these models for reading instruction are discussed. The behaviorist models suggest programed instruction beginning with simple units and proceeding to larger ones; the cognitive models suggest development of verbal abilities prior to reading instruction; and the developmental models suggest that learning during early school years might better employ methods other than those requiring abstract symbols. All of the models suggest the importance of classification abilities and acquaintance with the dialect of reading materials before instruction begins. References are included. (MS)
Twentieth Yearbook of the National Reading Conference, Inc., Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wis. 53233 (In press)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, St. Petersburg, Fla., Dec. 3-5, 1970