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BOOKS for those who work with children
| Content Provider | Semantic Scholar |
|---|---|
| Author | Spencer, Doris U. Newbury, Josephine Heinz, Mamie Weekday, Nursery-Kindergarten |
| Copyright Year | 2005 |
| Abstract | IF printed words in English followed a uniform phone-tic system, children would have much less difficulty with reading and spelling. Hut children must learn to read andwrite convention:il spellings, and this requires continued assistance throughout the intermediate grades. The "rules and exceptions" ap proach seems unfruitful in a language full of exceptions. Children who mast'-r the complexities of English spellings ap pear to do so "inductively" through ex tensive practice in reading and writing. It appears that other children might im prove in word abilities if they were given extensive practice in word analysis in which context clues were provided ami imagery attached to words immediately after analysis. The recognition and spelling of manv words cannot be determined simply bv the application of rules. English sounds may be written in a number of wavs. producing a "multi-phonics" language, with various combinations of letters hav ing the same sound and like letter com binations being pronounced different ways. What is the rule for spelling "eece" when it is found in the following words: peace, geese, grease, fleece, niece, police? And what happens to the effect of the final silent c i n lose, done, love, some? Why pear, pair, pare; there, their, and they're; to, too, and t wo? Which vowel sounds shall one use in live, bow, lead, wind, read? Which syllable does one accent in permit, record, pi'cscnt, perfect, and rebel? How does one re member that there is a d i n handsome but not in w insome? Colonial makes sense, but how about colonel? The let ter <,' has two different sounds in .juiijantic. a s does the letter c i n c ircuit. And what happens to the "ch" sound in chemical, chorus, and character? The child who learns to read and spell must find his way through thou sands of variations in the spelling of English. To a specific combination of letters, he must attach one or more spe cific mental images. The boy who writes to his parents that "I one furst pries in wrifullry," is equally accurate in marksmanship and phonics. Phonics has done all it can for him, but he has not attached the correct mental images to one and icon, to pries and prize, nor do the images of having the top score re late to first, or using a rifle to riflenj. These words correctly spelled may evoke the right images when he reads them, but the tie between word form and mental image is too weak for spelling. It is the establishment of these ties be tween images and word form that is emphasized in the inductive approach to word analysis. Conventional approaches to word an alysis emphasize structural analysis and rules. Commonly stressed are rules for |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196005_durrell.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
