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ERIC Number: ED147774
Record Type: RIE
Publication Date: 1977-May
Pages: 23
Abstractor: N/A
Reference Count: 0
Learning to Read with Understanding.
Downing, John
Reading teachers vary in their teaching methods for reading instruction, usually emphasizing either the meaningful functions (meaning) or the technical features (coding) of written language. This paper reviews literature on the meaning/coding dichotomy and focuses on a "cognitive clarity theory" that stresses linguistic awareness and reading-skills development through an understanding of both the functional and the featural concepts of written language. The paper concludes that reading instruction should give equal weight to both meaning and code, so that children understand how reading tasks integrate both aspects. (RL)
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 (22nd, Miami Beach, Florida, May 2-6, 1977)