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"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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Title: Early Reading Instruction
Subtitle: What Science Really Tells Us about How to Teach Reading
Written By: Diane McGuinness
URL: http://mitpress.mit.edu/promotions/books/SP20040262134381
Series Title: Bradford Book
Description:

Early Reading Instruction is a comprehensive analysis of the research evidence from early writing systems to computer models of reading. In this book, Diane McGuinness provides an innovative solution to the "reading war"--the century-old debate over the efficacy of phonics (sound-based) versus whole-word (meaning-based) methods. She has developed a prototype--a set of elements that are critical to the success of a reading method.

McGuinness shows that all writing systems, without exception, are based on a sound unit in the language. This fact, and other findings by paleographers, provides a platform for the prototype. Other elements of the prototype are based on modern research. For example, observational studies in the classroom show that time spent on three activities strongly predicts reading success: learning phoneme/symbol correspondences, practice at blending and segmenting phonemes in words, copying/writing words, phrases, sentences. Most so-called literacy activities have no effect, and some, like sight word memorization, have a strongly negative effect.
The National Reading Panel (2000) summarized the research on reading methods after screening out thousands of studies that failed to meet minimum scientific standards. In an in-depth analysis of this evidence, McGuinness shows that the most successful methods (children reading a year or more above age norms) include all the elements in the prototype. Finally, she argues, because phonics-type methods are consistently shown to be superior to whole-word methods in studies dating back to the 1960s, it makes no sense to continue this line of research. The most urgent question for future research is how to get the most effective phonics programs into the classroom.

Diane McGuinness is Emeritus Professor of Psychology at the University of South Florida. She is the author of, among other books, When Children Don't Learn, Why Our Children Can't Read, and Growing a Reader from Birth.

Publication Year: 2004
Publisher: MIT Press
Review: Read the review
BibTex: View BibTex record
Linguistic Field(s): Applied Linguistics
Cognitive Science
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Versions:
Format: Hardback
ISBN: 0262134381
ISBN-13: N/A
Pages: 390
Prices: U.S. $ 35