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Whole language is a philosophy of reading and a discredited [8] educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, [7] despite there being no scientific support for the method's effectiveness. [9]
Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...
On the other hand, some of the practices of whole language are evident, such as: "use language prediction skills to identify unknown words"; "using three cueing systems: meaning, structure, and visual"; "reading on, omitting words, rereading and making substitutions"; "predict on the basis of what makes sense"; and "a wide variety of sight words".
The variable adjustment method is often called syntactic cueing, phrase-based formatting, or chunking when expansions or contractions are varied to group multiple words into units of meaning such as phrases or clauses. Chunking words by visually grouping them through word spacing or other white space improves reading comprehension, speed, and ...
Syntactic bootstrapping is a theory about the process of how children identify word meanings based on their syntactic categories. In other words, how knowledge of grammatical structure, including how syntactic categories (adjectives, nouns, verbs, etc.) combine into phrases and constituents in order to form sentences, "bootstraps" the ...
In addition to helping to identify lexical items, a key element of prosodic bootstrapping involves using prosodic cues to identify syntactic knowledge about the language. [9] Because prosodic phrase boundaries are correlated to syntactic boundaries, listeners can determine the syntactic category of a word, using only prosodic boundary information.
Pinker believes that syntactic bootstrapping is more accurately "syntactic cueing of word meaning" and that this use of syntactic knowledge to obtain new semantic knowledge is in no way contradictory to semantic bootstrapping, but is another technique a child may use in later stages of language acquisition. [10]
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.