• Corpus ID: 17565972

The Role of Decoding in Learning to Read.

  title={The Role of Decoding in Learning to Read.},
  author={Isabel L. Beck and Connie Juel},
  journal={The American Educator},
c5_red_part_roleofdecod.pdf As anyone knows who has both read to young children and watched them begin learning to read, there is a great difference in the sophistication of their abilities in the two arenas. As an illustration, consider a typical activity in a first-grade classroom. Twenty-six first graders are sitting on the floor around their teacher, Ms. Jackson. She opens a copy of McCloskey’s (1941, 1969) Make Way for Ducklings and shows the children a double-page picture of two mallards… 
Introduction: Text Accessibility and the Struggling Reader
Readers read—a simple truth, something upon which even the most philosophically-divided can agree. Reading in connected text is the major activity in which children should engage to become
Learning To Read Words: Linguistic Units and Instructional Strategies.
The question of which, and how many, word-recognition strategies should be taught to first-grade children has rarely been explored within the context of real classrooms. In this study, we analyzed
Why is phonological awareness important in learning to read ?
decade. Teachers are talking about it, parents are trying to understand it, and publishers of early reading materials are trying to include it. Yet, it is a concept that is easily misunderstood. Some
Does linguistic comprehension support the decoding skills of struggling readers?
An analysis of miscue types showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues and linguistic comprehension contributed to syntactic similarity ofmiscues over and above decoding.
Psychological Perspectives on the Early Reading Wars: The Case of Phonological Awareness
The current mantra calls for resolving the early reading wars through a “balanced” approach. Defining balance will require careful theoretical and practical examination of specific elements in the
Phonological Awareness and Reading Acquisition:An Educational Proposal for Introducing English in Italian Preschools
The development of phonological awareness in children acquiring a language other than English as their L1, or English as a second language, is investigated, as well as the issue of transfer of phonology awareness skills across English and other alphabetic or non-alphabetic languages in plurilingual educational settings.
Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties
Comparisons of reading measures from a sample of 361 children aged 7.5 to 9.5 showed that skill in word identification was almost inseparable from the phonologically analytic decoding process that is tapped by nonword reading, and differences in reading comprehension were closely associated with differences in decoding skill.
Grapheme-Phoneme Association Skill in High And Low Academic Achievers
Reading and writing are the most basic, most central and the most essential part of learning (Bryant & Bradley, 1983). The National Institute of Child Health & Human development (NICHD) considers
Dilemmas and Strategies for Reading Unfamiliar Words Among Children Learning English as a Foreign Language
Abstract The present study investigates common word reading dilemmas across 3 word types among children learning English as a foreign language (EFL). It also examines the effectiveness of a new word
Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom.
Much has been written about the importance of phonemic awareness in the early stages of literacy acquisition (see Adams, 1990; Beck and Juel, 1995). Certainly the weight of evidence underscores the


Learning to read: an unnatural act
The six-year-old's sight is as good as the adult's (Amigo 1972), and his hearing is nearly so (Elliott and Katz 1980). The child has an excellent memory (Mandler, in press), and his learning ability
Rhymes, nursery rhymes, and reading in early childhood.
Little is known about the origins of phonological awareness. But one theory is that young children learn to analyze the component sounds in words with the help of common linguistic routines. Rhymes,
Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
My research focused on literacy development in children through fourth grade and followed an earlier study (Juel, Griffith, & Gough, 1986). The Simple View of reading and writing received support in
Oral Reading Achievement of Scottish and American Children
Scottish children are usually introduced to reading at the age of five plus (1, 2) while American children are generally introduced to reading instruction at the age of six plus (2, 3). Scottish
The Influence of Instructional Conditions on Word Recognition Errors.
DESCRIBES THE patterns of word recognition errors made by 41 pre-reading first grade children taught under two different instructional methods. Further, the reading error patterns related to the two
Is There a Match between What Elementary Teachers Do and What Basal Reader Manuals Recommend? Reading Education Report No. 44.
734 The Reading Teacher April 1984 Content of basal manuals This article will report on classroom observations that focused on these questions at three different grade levels. First, however, the
The Effect of Instruction on Pupil Reading Strategies.
WORD IDENTIFICATION RESPONSES of 32 first graders were obtained in December and May of first grade and examined in order to infer word identification strategies. Half of the subjects were instructed
Research 1960-1970 on Methods and Materials in Reading, II.