What Do Experts In the Field of Reading Have To Say?
- Article by Sharon Cromwell Education World® The debate still rages among educators, parents, and experts. Whole language? Or phonics? Which approach to teaching reading works best? Is the pendulum swinging? Whole language? Phonics? A combination of the two? Which is the best approach?
- The purpose of this web page is to improve the quality of reading instruction through the study of the
reading process and teaching techniques. It will serve as a clearinghouse for the dissemination of
reading research through conferences, journals and other publications. Click on the following links to
search for developments in literacy, professional materials, research and critical issues.
- by Louisa Cook Moats, October 2000 Louisa Moats is currently project director of the National Institute of Child Health and Human
Development (NICHD) Early Interventions Project in Washington, DC, a multiyear study of early reading
instruction. She is one of the world¹s leading voices for the application of reading research in teacher
preparation and classroom instruction.
- The research findings from more than 30 years of studies under two very expensive federally
funded programs are now available. The results confirm what we've known for decades: Direct,
intensive, systematic and explicit phonics instruction is a necessary component of any
successful and effective reading program.
- The following citations address the controversy over the use of whole language and phonetic methods of reading instruction. This bibliography does not represent an exhaustive review of the literature on the topic, but merely an introductory exploration of available information.
- Prepared by: Roger Sensenbaugh ERIC Clearinghouse on Reading, English, and Communication Digest #119
With little or no direct instruction, almost all young children develop the ability to understand spoken language. While most kindergarten children have mastered the complexities of speech, they do not know that spoken language is made up of discrete words, which are made up of syllables, which themselves are made up of the smallest units of sound, called "phonemes." This awareness that spoken language is made up of discrete sounds appears to be a crucial factor in children learning to read.
- Prepared by: Constance Weaver ERIC Clearinghouse on Reading, English, and Communication Digest #93 This digest discusses some of the ways children develop functional phonics knowledge in the context of authentic reading and writing, as well as some of the ways teachers can foster such development.
- Philip B. Gough and Kevin C. Larson University of Texas at Austin Hallie Yopp California State University, Fullerton
- Vygotsky (1978) maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD).
- by David R. Hill EPER (The Edinburgh Project on Extensive Reading), Edinburgh University Part One of this article, a review of the main series available in Japan, is based on data collected by
EPER (Edinburgh Project on Extensive Reading) over 20 years. The data is available through a unique library of graded readers to which publishers have contributed copies of their titles since 1981. All titles have been read and assessed for level of difficulty and quality, and the initial verdicts have been modified where necessary in the light of feedback from students. Part Two, Selection of Titles, discusses the criteria to be used in selecting titles and is based on EPER's experience of advising on the
design, implementation and evaluation of reading programmes, a number of which over the last three years have been in Japanese universities and junior colleges. An important element of our advice is the provision of lists of recommended titles.
The Research