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It is argued that a more comprehensive, systematic understanding of the nature of the alphabet, its three identities (letters/graphemes, letters/nomenemes, sounds/phonemes), and their specific functions in the teaching of various language skills and subskills should be an integral part of the language arts curriculum and instructional plan, particularly in situations involving language minority students. The curriculum and instruction should clearly outline the objectives and the teaching/learning strategies most appropriate for recognizing and implementing the three identities and their functions, both within one language and across languages. Such an approach not only secures a more realistic understanding of this major tool of language instruction but may also minimize misconceptions held by teachers and learners. The alphabet-spelling connection is multidimensional, not unidimensional as commonly assumed. The connection is both graphic and oral, a dichotomy that can help highlight the intricate relationship between the alphabet as a tool and spelling as a process. Language arts teacher training programs should be updated to promote use of this knowledge in the language classroom. Contains 20 references. (MSE)

Descriptors: Alphabets, Classroom Techniques, Definitions, English, English (Second Language), Language Patterns, Language Research, Limited English Speaking, Linguistic Theory, Orthographic Symbols, Phoneme Grapheme Correspondence, Phonemes, Second Language Instruction, Spelling, Spelling Instruction











Autor: Odisho, Edward Y.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8006&id=ED398763



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