Search results
Results from the WOW.Com Content Network
Explicit knowledge refers to the conscious awareness of language rules and structures. [1] Learners gain explicit knowledge through direct instruction, studying grammar explanations, or engaging in metalinguistic discussions. Unlike implicit knowledge, explicit knowledge can be verbalized.
Analytic phonics (sometimes referred to as analytical phonics [1] or implicit phonics [2]) refers to a very common approach to the teaching of reading that starts at the word level, not at the sound level. It does not teach the blending of sounds together as is done in synthetic phonics. One method is to have students identify a common sound in ...
Implicit learning is a strong contributor to the development of stereotypes, and it can be adapted to change stereotypes as well. [19] Implicit learning paradigms may be modified to change a variety of stereotypes one holds against others or oneself and thus can be used to reduce depression associated with prejudice (i.e., "deprejudice").
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.
Some people learn comprehension skills through education or instruction and others learn through direct experiences. [12] Proficient reading depends on the ability to recognize words quickly and effortlessly. [13] It is also determined by an individual's cognitive development, which is "the construction of thought processes".
from explicit knowledge to tacit knowledge, or internalization. Nonaka's view may be contrasted with Polanyi's original view of "tacit knowing". Polanyi believed that while declarative knowledge may be needed for acquiring skills, it is unnecessary for using those skills once the novice becomes an expert. Indeed, it does seem to be the case ...
Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction , refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.
No interface: Argues that implicit and explicit knowledge are entirely separate systems and that explicit knowledge cannot transform into implicit knowledge. Weak interface: Suggests that explicit knowledge can assist the development of implicit knowledge, but only under certain conditions (e.g., noticing gaps, attending to form).