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According to Dulay et al. (1982) errors take place when the learner change the surface structure in a particularly systematic manner (p. 150), thus, the error, no matter what form and type it is, represent a damage at the level of the target language production. Errors have been classified by J. Richard et al. (2002) into two categories.
The simple view of reading is that reading is the product of decoding and language comprehension. In this context, “reading” refers to “reading comprehension”, “decoding” is simply recognition of written words [1] and “language comprehension” means understanding language, whether spoken or written.
Strategies are key to help with reading comprehension. They vary according to the challenges like new concepts, unfamiliar vocabulary, long and complex sentences, etc. Trying to deal with all of these challenges at the same time may be unrealistic. Then again strategies should fit to the ability, aptitude and age level of the learner.
Thus, encoding/decoding is the translation needed for a message to be easily understood. When you decode a message, you extract the meaning of that message in ways to simplify it. Decoding has both verbal and non-verbal forms of communication: Decoding behavior without using words, such as displays of non-verbal communication.
The term more knowledgeable others (MKO) is used to describe someone who has a better understanding or higher ability level than the learner, in reference to the specific task, idea, or concept. [6] He noted cultural experiences where children are greatly helped by knowledge and tools handed down from previous generations.
Demonstration, or clearly showing (a gamut that ranges from mere pointing to more sophisticated strategies such as chemical reactions), can possibly be used in portraying ideas such as defining words. At first, simple observation and communication through pointing to an object, area, or place, like the sun, moon, or a large mountain top, occurs ...
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 ...
Decodable text is a type of text often used in beginning reading instruction. Decodable texts are carefully sequenced to progressively incorporate words that are consistent with the letters and corresponding phonemes that have been taught to the new reader.