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ERIC Number: ED159647
Record Type: RIE
Publication Date: 1976-Apr
Pages: 16
Abstractor: N/A
Reference Count: 0
The Mismatch of Child Language and School Language: Implications for Beginning Reading Instruction. Open Discussion of Shuy Presentation.
Shuy, Roger W.; And Others
The discussion following Roger Shuy's presentation on "The Mismatch of Child Language and School Language" focuses on the value of studying language functions, the problems associated with identifying those language functions and their stages of development, and whether knowledge of such language functions will increase reading teacher effectiveness. Treating language as a set of functional components to be learned and applied in appropriate situations (such as using language to promise, to be invited, or to infer correct answers on tests from context clues) has just begun, but the initial research is encouraging. Moreover, knowledge of language functions may be of special value to reading teachers rather than to students learning to read, since teachers could concentrate on observing students' effective language usage rather than having students imitate artificial standards of "correct" intonation and grammar. Although the study of language functions would only be one part of a general reading program, continued research into this area of reading instruction should improve reading teacher effectiveness. (RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Discussion presented at the Conference on Theory and Practice of Beginning Reading Instruction, University of Pittsburgh, Learning Research and Development Center, April 1976; For Shuy presentation, see ED125315