The Child's Concepts of Language [electronic resource] / John Downing.
In learning the skills of reading and writing, it seems most probable that the child has to become aware of certain aspects of spoken language which he has not previously perceived. Although the child is capable of saying and hearing words and can easily tell them apart from other words, to spell th...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
|
| Subjects: |
| Summary: | In learning the skills of reading and writing, it seems most probable that the child has to become aware of certain aspects of spoken language which he has not previously perceived. Although the child is capable of saying and hearing words and can easily tell them apart from other words, to spell them phonically he must understand the concept of phoneme and the way in which phonemes follow one another in a special order of time. It is concepts like these--word and phoneme--which seem to be essential to the child's thinking about the tasks of learning how to read and how to write. A fair amount of evidence has accumulated to show that the problem of learning to read lies in this development of cognitive clarity. Research studies suggest that there are specific concepts of language which are important in learning how to read, including the concepts of word, phoneme, sentence, reading, writing, letter, and so on. The key to effective concept learning is the provision of experiences which stir the child's curiosity, and provide sufficient reliable information for discovery of the concept. (WR) |
|---|---|
| Item Description: | ERIC Document Number: ED094372. ERIC Note: Paper presented at the Annual Meeting of the United Kingdom Reading Association (Totley-Thornbridge College of Education, Sheffield, England, July 31, 1973). |
| Physical Description: | 11 p. |