Reading Is Languaging in Print [electronic resource] / N. W. M. Hart.
Children's mastery of reading skills would be facilitated if reading programs capitalized on children's already-developed oral language competence. Barriers against "reading for meaning" exist when the cues used for predicting in oral language are not present in the written langu...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1976.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED138934 | ||
| 099 | |f ERIC DOC # |a ED138934 | ||
| 100 | 1 | |a Hart, N. W. M. | |
| 245 | 1 | 0 | |a Reading Is Languaging in Print |h [electronic resource] / |c N. W. M. Hart. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 15 p. | ||
| 500 | |a ERIC Document Number: ED138934. | ||
| 500 | |a ERIC Note: Speech given at the Annual Meeting of the International World Congress on Reading (6th, Singapore, August 17-19, 1976). |5 ericd. | ||
| 500 | |a Educational level discussed: Primary Education. | ||
| 520 | |a Children's mastery of reading skills would be facilitated if reading programs capitalized on children's already-developed oral language competence. Barriers against "reading for meaning" exist when the cues used for predicting in oral language are not present in the written language which confronts children; yet anaylses of four reading series commonly used in Australia show that there is a great difference between the language they use and the language used by 5 1/2-year-old children. The Mount Gravatt Developmental Language Reading Program has been developed to help children move from developing oral language behavior to developing competence in written language. Language samples collected from children 2 1/2 years to 6 l/2 years and analyzed through a computer concordance program have yielded information about "signaling sequences" (which signal syntactically and semantically what will follow) and other elements characteristic of children's speech. The program is built around the core "signaling sequences" appropriate for each grade level, combined with meaningful "content sequences." Children first use the sequences in oral language and then transfer meaning to the written form through the use of word cards and reading books. Word attack skills are taught once children have learned to decode for themselves. (GW) | ||
| 650 | 0 | 7 | |a Basic Reading. |2 ericd. |
| 650 | 1 | 7 | |a Beginning Reading. |2 ericd. |
| 650 | 1 | 7 | |a Child Language. |2 ericd. |
| 650 | 1 | 7 | |a Language Patterns. |2 ericd. |
| 650 | 1 | 7 | |a Language Research. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 0 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Reading Materials. |2 ericd. |
| 650 | 0 | 7 | |a Reading Processes. |2 ericd. |
| 650 | 0 | 7 | |a Reading Programs. |2 ericd. |
| 650 | 1 | 7 | |a Reading Research. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED138934 |h Other scheme |i web |n 1 |