标题: The National Reading Panel Report, Practical Advice for Teachers [打印本页] 作者: dawnch 时间: 2011-11-28 22:38 标题: The National Reading Panel Report, Practical Advice for Teachers _____
I think perhaps I misunderstood your earlier question. Perhaps you were talking about the fact that curriculums no longer use symbols placed above the short and long vowel sounds (the breve and the macron) to teach the sounds the letters make. I thought you were referring to the fact that curriculums no longer short and long vowel sounds. I am sorry if I misunderstood your question.
The breve, the macron, the circumflex, and the dieresis are not really vital to understanding the sounds the letters make. They are just symbols placed above a letter to represent a sound. As long as children know the sound the "short a" makes and the sound the "long a" makes, they will learn the same, with or without the symbols.
I would teach the symbols - because many dictionaries still use the symbols to help students pronounce words. I think that is the main purpose of the symbols above the letters - - - to aid in pronunciation..
The sample pages you sent teach a few consonants before teaching the short vowel sounds - - - the teaching of the short vowels begin on page 18. Because students already know the sounds of b,c, n, t, and p by page 18, they can then begin putting words together as soon as they learn the first short vowel sound. For the first time, a student is instructed to read a word on page 19 - - - after the short vowel 'a" has been taught.
I don't think it matters too much if students learn a few consonants before learning vowels, but the proven way for years has been to teach the vowels first. I think it is simply a preference in curriculums.
Although it looks like children are learning combination letters on page 16 (Op, On . . .), the large O is simply for students to fill in the circle next to the correct letter choice.
If this did not answer your question, let me know and I will be glad to send more information about it.
To answer your last question, American schools vary in what is taught. Nearly all homeschool curriculums use the phonics approach as do nearly all private schools. Most schools that switched to the sight method (whole word method) in the 1970's found that the method did not work. Now, we have a nation of remedial to illiterate readers. Those same schools are now switiching back, because the phonics approach is tried and true and works. I get to work often with inner city ghetto-bound children and teens and am shocked often at their poor reading skills. Many of our poorer schools still use the sight method of reading and the result is evident.
I thought you may also like to know that several years ago one of our Presidents commissioned a study on reading and sent reading experts to schools around our nation to find why some schools produce good readers and others do not. One thing the researchers noticed was that in every school that excelled in reading, the teachers daily had a time to read aloud to their students. Reading aloud by a skilled reader enables a listener to comprehend vocabulary 2-3 years above his reading level. Interesting! For years I read chapters and segments from books to my students and I found this to be so true. Besides improving my student's vocabulary, I noticed how quickly my students and I bonded when we shared a good book and I read it aloud to them. :-)作者: dawnch 时间: 2011-11-29 03:08
这里汇总了Phonics主要资源的评价： http://www.homeschoolreviews.com ... /default.aspx?id=81作者: 瑜珈 时间: 2011-11-30 15:11
上面的链接里 Teaching Reading at Home and School
这本书就是Spell to Write and Read 的第一版， 作者第二版才改了书名为SWR
