ERIC Number: ED067646
Record Type: RIE
Publication Date: 1972-Jan
Reference Count: 0
Language and Cognition in Reading. Technical Report No. 188.
Venezky, Richard L.
The preliterate child must acquire from reading instruction at least the following skills: (a) appropriate scanning behavior, (b) letter and word recognition, (c) letter-sound generalizations, and (d) comprehension of written materials, at least to the degree that the reader can comprehend the same message when received aurally. Almost all modern methods for teaching reading include letter-sound learning somewhere in the teaching sequence, although the amount and exact placement of this training account for the central disagreement between methods. Classroom comparisons of different teaching methods have contributed little to a general understanding of reading pedagogy, while more closely controlled laboratory experiments have not been able to simulate the complex interactions of variables which characterize the classroom. A more valid experimental procedure might be to work with existing (or new) programs, altering small, discrete segments of the materials and methods and measuring marginal gain. In this way critical components of an instructional program could be isolated and examined in a "real life" situation. This is, in essence, what Piaget has advocated under the title "experimental pedagogy." (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.