Development of Orthographic Knowledge and the Foundations of Literacy: A Memorial Festschrift for Edmund H. Henderson

By Shane Templeton; Donald R. Bear | Go to book overview

Beginning instruction in reading must be designed to suit the developmental needs of incoming students. This can be done by observing the behaviors related to tacit word knowledge--the ability to point to words in a rhyme, for example, or assessment of stage of word knowledge. Although it is current practice to assess and teach to the group using "scope and sequence" skill charts, in reality it is the children's own productions of words that hold more diagnostic information regarding educational needs. We know this is true for the normally developing reader; we are now justified in saying it is true for the poorly developing reader as well.

There is a catch-up phenomenon in oral language development. If any catch- up phenomenon is to take place in reading with any child in any position on the reading continuum, it is absolutely necessary for the teacher to be willing and able to make needed adjustments in content and pace of instruction. Then the cases would be few that do not have at least adequate prognoses.


REFERENCES

Abouzeid M. ( 1984). A case study of Eric. Unpublished manuscript. University of Virginia, Charlottesville.

Abouzeid M. ( 1986). Developmental stages of word knowledge in dyslexia. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

Bear D. ( 1982). Patterns of oral reading across stages of word knowledge. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

Beers J. W., & Henderson E. H. ( 1977). "A study of developing orthographic concepts among first graders". Research in the Teaching of English, 3, 133-148.

Benton A. L. ( 1978). "Some conclusions about dyslexia". In A. L. Benton & D. Pearl, (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press.

Blachman B. ( 1984). "Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement". Journal of Educational Psychology, 76, 610-622.

Bradley L., & Bryant P. E. ( 1985). Rhyme and reason in reading and spelling (IARLD Monographs No. 1). Ann Arbor: University of Michigan Press.

Brown E. ( 1975). "Forward". In E. Lenneberg & E. Lenneberg (Eds.), Foundations of language development: A multi-disciplinary approach (Vol. 1). New York: Academic Press.

Critchley M. ( 1970). The dyslexic child. Springfield, IL: Charles C. Thomas.

Denckla M. B. ( 1972). "Performance on color tasks in dyslexic boys". Cortex, 8, 164-176.

Denckla M. B., & Rudel R. ( 1974). "Rapid automatized naming of pictures, objects, colors, letters and numbers by children". Cortex, 10, 186-202.

Denckla M. B., & Rudel R. ( 1976). "Naming of object drawings by dyslexic and other learning disabled children". Brain and Language, 3, 1-16.

Denckla M. B., Rudel R., & Broman M. ( 1981). "Tests that discriminate between dyslexic and other learning-disabled boys". Brain and Language, 13, 118-129.

Geschwind N. ( 1962). "The anatomy of acquired disorders of reading". In J. Money (Ed.), Reading disability. Baltimore: Johns Hopkins Press.

Geschwind N. ( 1967). "The varieties of naming errors". Cortex, 3, 97-112.

Gill J. T. ( 1989). The relationship between word recognition and spelling in the primary grades. Reading Psychology, 10(2), 117-135.

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