Philosophy Dictionary of ArgumentsHome
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| Reading acquisition: Reading acquisition in psychology refers to the process of learning to understand and interpret written language. This complex cognitive process involves developing skills such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. See also Learning, Learning theories, Language acquisition, Reading, Phonetics, Phonology, Writing, Understanding, Language development, Language._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
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Educational Psychology on Reading Acquisition - Dictionary of Arguments
Slater I 136 Reading acquisition/dyslexia/educational psychology: Regarding education, there is ongoing debate about the extent to which rhyme and alliteration should have a place in the early reading curriculum (e.g., Johnston & Watson, 2004)(1). This goes back to the Bradley and Bryant’s (1983)(2) study. >Reading acquisition/Bradley/Bryant. About how best to link oral language skills to reading and spelling instruction (e.g., Wyse & Goswami, 2008)(3), about potential social class differences in school entry skills in rhyme and alliteration (e.g., Raz & Bryant, 2000)(4), and about how to foster optimal home literacy environments before a child even enters school (e.g., Whitehurst et al., 1994)(5). Slater I 139 VsBryant/VsBradley: Even for very consistent orthographies like German, focusing simply on training letter-sound relations does not bring the same benefits as an oral language training that is combined with letters (e.g., Schneider et al., 1997)(6). 1. Johnston, R., & Watson, J. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17, 327–357. 2. Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310, 419–421. 3. Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Journal of Educational Research, 34, 691–710. 4. Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness and children’s reading. British Journal of Developmental Psychology, 8, 209–225. 5. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679–689. 6. Schneider, W., Kuespert, P., Roth, E., Vise, M., & Marx, H. (1997). Short- and long-term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology, 66, 311–340. Usha Goswami, „Reading and Spelling.Revisiting Bradley and Bryant’s Study“ in: Alan M. Slater & Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Educational Psychology Slater I Alan M. Slater Paul C. Quinn Developmental Psychology. Revisiting the Classic Studies London 2012 |
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> Counter arguments against Educational Psychology
> Counter arguments in relation to Reading Acquisition
Ed. Martin Schulz, access date 2024-04-16