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ERIC Number: ED127559
Record Type: RIE
Publication Date: 1976
Pages: 15
Abstractor: N/A
Reference Count: 0
Applications of Research: Language Comprehension and Reading.
Smith, Frank
Theories of reading development may be grouped into roughly two opposing categories, depending on where the source of reading control is assumed to be located. "Outside-in" theories, those characterized by the notion that reading is a hierarchical series of decisions dependent on structured discrimination of print material, clearly predominate. Although these theories provide the basis for the most frequently used reading instruction programs, they fail to account for intention, selectivity, prediction, and comprehension in reading. "Inside-out" approaches, on the other hand, argue that children learn to read by making sense of written language from inferred meaning and prior knowledge, in much the same manner that they acquire language skills. Although these theories do not offer prescriptions for methodology or provide direct translations into practice, their assumptions often appeal to the intuitions of experienced teachers. Since the skill of reading is imbedded in the complex functions of the brain, educators need to focus their attention on the internal, as well as external, processes of learning. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (21st, Anaheim, California, May 1976)