ERIC Number: ED392237
Record Type: RIE
Publication Date: 1992
Eight Lessons from Research into Literacy.
This article explores research evidence on the teaching of reading from eight specific points: (1) readers engage in a complex, multi-level process that involves knowledge of sound-symbol relations, spelling patterns, vocabulary, sentence structures, propositional meanings, and realms of meaning beyond individual propositions; (2) literacy learning is not to be simply and straightforwardly equated with teaching in school; (3) it is an active process, driven and shaped by the learner's intentions; (4) it operates most characteristically on a number of different linguistic levels simultaneously and is not made easier by being broken down into apparently simpler elements that are then taught separately; (5) Children vary in the amount of direct literacy teaching they need, but all do much of their literacy learning tacitly, implicitly; (6) there are many important literacy lessons that only powerful texts can teach; (7) literacy is laden with the values of the social context that both surrounds and is shaped by it; (8) there is no substitute for watching how, when, where, and why children learn reading and writing and responding to the efforts of adults to help them. It is concluded that successful literacy teaching can only be accomplished when these eight research foundations are followed. (Contains references.) (Author/NAV)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: In: Perspectives on Reading. CLE Working Papers 2. For complete volume, see FL 023 547. This paper formed the basis of a talk to the Centre for Language in Education.