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Literacy is the ability to read and write. Some researchers suggest that the study of "literacy" as a concept can be divided into two periods: the period before 1950, when literacy was understood solely as alphabetical literacy ; and the period after 1950, when literacy slowly began to be considered as a wider concept and process, including the social and cultural aspects of reading and writing and functional literacy.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes), and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic, such as that of English, Russian, and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters, which are not alphabetic, using pinyin, which is alphabetic.
Reading readiness has been defined as the point at which a person is ready to learn to read and the time during which a person transitions from being a non-reader into a reader. Other terms for reading readiness include early literacy and emergent reading.
The National Reading Panel (NRP) was a United States government body. Formed in 1997 at the request of Congress, it was a national panel with the stated aim of assessing the effectiveness of different approaches used to teach children to read.
Synthetic phonics, also known as blended phonics or inductive phonics, is a method of teaching English reading which first teaches letter-sounds and then how to blend (synthesise) these sounds to achieve full pronunciation of whole words.
Inventive spelling is the use of unconventional spellings of words.
Guided reading is "small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency". The small group model allows students to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
High frequency sight words are commonly used words that young children are encouraged to memorize as a whole by sight, so that they can automatically recognize these words in print without having to use any strategies to decode. Sight words were introduced after whole language fell out of favor with the education establishment.
Diane McGuinness was an American cognitive psychologist who wrote extensively on sex differences, education, learning disabilities, and early reading instruction.
Analytic phonics refers to a very common approach to the teaching of reading that starts at the word level, not at the sound (phoneme) level. It does not teach the blending of sounds together as is done in synthetic phonics. One method is to have students identify a common sound in a set of words that each contain that same sound. For example, the teacher and student discuss how the following words are alike: pat, park, push and pen. Analytic phonics is often taught together with levelled-reading books, look-say practice, and the use of aids such as phonics worksheets.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch.
Jeanne Sternlicht Chall, a Harvard Graduate School of Education psychologist, writer, and literacy researcher for over 50 years, believed in the importance of direct, systematic instruction in reading in spite of other reading trends throughout her career.
E. Jennifer Monaghan, also known as Jennifer Monaghan, was an educator and historian. She was regarded as the leading expert on literacy education in early America. She published three books and dozens of book chapters and journal articles.
Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, with randomised trials as the gold standard of evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research.
Smart Way Reading and Spelling is a commercial brand of reading instruction methodology and materials that was developed in 2001 by Bright Sky Learning.
Linnea Carlson Ehri is an American educational psychologist and expert on the development of reading. She is a Distinguished Professor Emerita of Educational Psychology at the Graduate Center of the City University of New York. Ehri is known for her theory of orthographic mapping, which describes the process of forming "letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory" that underlies fluent reading. As a consequence of orthographic mapping, written words are tightly linked with their pronunciations and meanings in memory and can be recognized by sight.
Pamela Claire Snow is an Australian speech-language pathologist and registered psychologist whose research concerns language disorders in vulnerable children and adolescents, and their implications for academic achievement and psychosocial wellbeing. She has been a vocal critic of pseudoscientific approaches to early reading instruction and support, such as the Arrowsmith Program.
John Downing (1922–1987) was a British educational psychologist who started his career as a teacher then worked as an academic from 1960 until his death in 1987. He published over 300 academic papers in his 27-year academic career, specialising in both how children read and how they learn to read. His three main fields of study were the initial teaching alphabet, the psychology of reading and the comparison of reading methods across different languages and cultures. His principle works in each of these fields were Evaluating the Initial Teaching Alphabet, Reading & Reasoning and Comparative Reading. Fundamentally, Downing was an educational psychologist and his main lifetime achievement was the formulation of the cognitive clarity theory of learning to read.
The history of learning to read dates back to the invention of writing during the 4th millennium BC.
References
- ↑ "Emerita Professor Rhona Stainthorp - Education". University of Reading.
- ↑ "University of Reading's Professor Rhona Stainthorp awarded OBE for services to education". Reading Today.
- ↑ "Recognition for University of Nottingham alumni in King's Birthday Honours". University of Nottingham.
- ↑ "Increasing understanding of the importance of phonics in the development of early years' reading". REF Case study search.
- ↑ Stainthorp, Rhona (December 2020). "A national intervention in teaching phonics: A case study from England". The Educational and Developmental Psychologist. 37 (2): 114–122. doi:10.1017/edp.2020.14. ISSN 2059-0776.
- ↑ Stainthorp, Rhona; Powell, Daisy; Stuart, Morag (November 2013). "The relationship between rapid naming and word spelling in English". Journal of Research in Reading. 36 (4): 371–388. doi:10.1111/jrir.12002. ISSN 0141-0423.
- ↑ Fraser, Val (March 1998). "Book Review: Learning from Children Who Read at an Early Age". Citizenship, Social and Economics Education. 3 (1): 50–54. doi:10.2304/csee.1998.3.1.50. ISSN 1478-8047.
- ↑ Nock, Lesley (2001). "Rhona Stainthorp and Diana Hughes (1999) Learning from children who read at an early age. London: Routledge ISBN 0415 174953 £15.99". Improving Schools. 4 (1): 78–80. doi:10.1177/136548020100400114. ISSN 1365-4802.
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