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An approach based on teaching first language reading to young children, but adapted for use with adults. Students use vocabulary and concepts already learned to tell a story or describe an event. The teacher writes down the information they provide, and then uses the account to teach language, especially to develop reading skills.
The terms jargon, slang, and argot are not consistently differentiated in the literature; different authors interpret these concepts in varying ways. According to one definition, jargon differs from slang in being secretive in nature; [3] according to another understanding, it is specifically associated with professional and technical circles. [4]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Whole language: A term used by reading teachers to describe an instructional philosophy which focuses on reading as an activity best taught in a broader context of meaning. Rather than focusing on reading as a mechanical skill, it is taught as an ongoing part of every student's existing language and life experience.
For example, the noun aerobics has given rise to the adjective aerobicized. [3] Words combine to form phrases. A phrase typically serves the same function as a word from some particular word class. [3] For example, my very good friend Peter is a phrase that can be used in a sentence as if it were a noun, and is therefore called a noun phrase.
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
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The teacher may suggest a theme for the objects, such as particular vocabulary words. [5] During the presentation of the object, some teachers do minimal guidance, while other teachers take a more active role in preparing students for the activity, helping students give a successful share, and in guiding questions and comments from other ...
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