Questions people ask about the role of phonological processes in learning to read
| Number | 1361a |
|---|---|
| Year | 2004 |
| Drawer | 25 |
| Entry Date | 02/04/2008 |
| Authors | Shankweiler, D. & Fowler, A.E. |
| Contact | |
| Publication | Reading and Writing: An Interdisciplinary Journal, V. 17, pp. 483-515. |
| url | http://www.haskins.yale.edu/Reprints/HL1361a.pdf |
| Abstract | A growing reliance on research to guide decisions about reading instruction has resulted in a swing toward approaches that emphasize phoneme awareness and the relations between speech and alphabetic writing. Because this is a time of innovation and experimentation in the schools, and because the new emphasis has not won universal acceptance, there is a need to address recurring questions about the role of phonology in reading acquisition. These questions concern: (1) the relevance of phoneme awareness instruction to reading: (2) the consequences of the complexity of English spelling for decisions about explicit instruction in the alphabetic code; and (3) the causes and symptoms of reading difficulties and implications for remediation. In this paper, we offer our answers to such questions and discuss the research based for them. |
| Notes |
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