Journal ArticleDOI
Making Sense of Reading--And of Reading Instruction.
TLDR
The essential antecedents of reading consist of two cognitive insights: that written language is meaningful and that spoken language is different from spoken language as discussed by the authors, and the importance of each of these insights and how children typically learn them.Abstract:
For many years researchers and educators have sought to specify the prerequisites for learning to read Physical, intellectual, and perceptual factors are often cited as the necessary precursors Frank Smith has often argued that reading is not a matter of decoding but consists of bringing meaning to print In this essay Smith claims that the essential antecedents of reading consist of two cognitive insights: that written language is meaningful and that written language is different from spoken language Smith discusses the importance of each of these insights and explains how children typically learn them He argues that current instructional practices may thwart the learning of these insights and suggests ways in which parents and teachers may help children to understand that reading makes senseread more
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Journal ArticleDOI
Linguistic Interdependence and the Educational Development of Bilingual Children
TL;DR: In this paper, the authors argue that cognitively and academically beneficial bilingualism can be achieved only on the basis of adequately developed first language (L1) skills and two hypotheses are formulated and combined to arrive at this position.
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The Cross-Linguistic Transfer of Early Literacy Skills: The Role of Initial L1 and L2 Skills and Language of Instruction
TL;DR: Investigation of the development of early language and literacy skills among Spanish-speaking students in 2 large urban school districts, 1 middle-size urban district, and 1 border district suggests that pedagogical decisions for ELLs should not only consider effective instructional literacy strategies but also acknowledge that the language of instruction forSpanish-speaking ELLS may produce varying results for different students.
Journal ArticleDOI
Discourse in the Production of Classroom Knowledge: Reading Lessons.
TL;DR: In this article, the authors formulate and discuss two types of knowledge: justified true belief and intelligent performance, and raise the question of the relation between knowledge and discourse formats, focusing on the elicitationresponse-feedback format and its contribution to instruction.
Journal ArticleDOI
On The Differences Between Spoken and Written Language
TL;DR: This article provided a synthesis of findings about lexical and syntactico-semantic differences between spokken an and lexical, syntactic, and semantic differences between English and Spanish.
Journal ArticleDOI
Developmental Trends in Monitoring Text for Comprehension.
TL;DR: Di VESTA et al. as discussed by the authors investigated the hypothesis that comprehension involves metacognition, the use of which increases as reading ability develops, and devised a cloze test to measure differences in the reader's use of running and subsequent text.