Peer reviewedERIC Number: EJ416366
Record Type: Journal
Publication Date: 1989
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-2224
EISSN: N/A
Why Beginning Reading Must Be Word-by-Word: Disfluent Oral Reading and Orthographic Development.
Bear, Donald R.
Visible Language, v23 n4 p353-67 Fall 1989
Discusses an integrated theory of literacy development with synchrony between beginning stages of reading and spelling. Explores the reasons why beginning readers read disfluently, fingerpoint, and read aloud. Discusses orthographic correlates to these behaviors. Suggests that fluent reading must wait for a certain power in word knowledge. Presents pedagogical implications. (SR)
Descriptors: Beginning Reading, Elementary Education, Models, Reading Fluency, Skill Development, Spelling
Publication Type: Journal Articles; Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
