Learning to Read Naturally

1983 ◽  
Author(s):  
Mary Scully
Keyword(s):  
Learning To Read ◽  
Read Naturally

Phonics for the Aboriginal Classroom

1982 ◽  
Vol 10 (5) ◽  
pp. 32-37 ◽  
Author(s):  
M.A. Gale
Keyword(s):  
Natural Process ◽  
Reading Specialists ◽  
Classroom Teachers ◽  
Learning To Read ◽  
Read Naturally ◽  
English Speaking ◽  
One To One ◽  
Aboriginal Children ◽  
Literate Society ◽  
The Way

Much has been said and written by the reading specialists about the way children learn to read and how teachers should be facilitators in this natural process. Frank Smith says that phonics need not be taught in the classroom; in fact he says it makes the learning to read process more difficult for children (Smith 1973, p.185).Phonics or grapho-phonics tells a reader and writer how spelling patterns relate to sound sequences (Reed 1977, p.393). Whether phonics is taught incidentally on a one-to-one basis or whether it is taught more formally, I believe phonics does have a place in the classroom today, particularly in the bilingual Aboriginal classroom. Teachers of Aboriginal children should feel free to teach phonics, despite what the specialists say.Much that has been written relates to native English-speaking children, brought up in a literate society where newspapers and bedtime stories are the norm. In this paper I am concerned with non-English speaking tribal Aboriginal children, in a pre-literate society. They attend bilingual schools where they learn to read and write first in the vernacular and then in English. I will point out that what the reading specialists advocate in learning to read naturally, is not always sound advice for tribal Aboriginal children learning to read and write in the vernacular.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

2018 ◽  
Author(s):  
Evelien van Wingerden ◽  
Arjan van Tilborg ◽  
Hans van Balkom
Keyword(s):  
Intellectual Disabilities ◽  
Hard Of Hearing ◽  
Literacy Education ◽  
Hearing Impairments ◽  
Key Factors ◽  
Learning To Read ◽  
Written Text ◽  
Cognitive Constraints ◽  
Developmental Domains ◽  
The Way

Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

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