| Number | 1094 |
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| Year | 1979 |
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| Drawer | 20 |
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| Entry Date | 11/22/1999 |
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| Authors | Liberman, I.Y., Shankweiler, D., Camp, L., Blachman, B., & Werfelman, M. |
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| Contact | |
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| Publication | In Resnick L., Weaver, P.(eds.): Theory and practice of early reading, Vol.2, Hillsdale, NJ. Erlbaum Associates. |
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| Abstract | The reading curricula commonly used in our schools appear to us not to take advantage of an important and readily available body of knowledge about the relationship between reading and the spoken language. That is unfortunate, if, as we believe, much of that knowledge might be put to good use in the prevention of reading failure. In the first section of this chapter, we will, by way of background, review some relevant information, particularly that which concerns the way in which an orthography transcribes the language. We will also describe associated research results, together with the more general view of the reading process that they support. In the second section, we will develop the implications for reading instruction.
We should emphasize that we do not intend to present a reading cirriculum with all the detail that such an undertaking would require. What we can offer are guidelines for early reading instruction that are consistent with what is known about linguistic factors in reading, including mainly that research in which we have a special interest. |
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