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Syntax and Semantics in Reading [microform] / Jack R. Cameron
Bib ID 5198979
Format BookBook, MicroformMicroform, OnlineOnline
Author
Cameron, Jack R
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
6 p. 
Summary

Teaching should reflect the facts of current language usage. This descriptive approach, when applied to reading, means that the child's reading education should focus on the realities of daily life. Syntactic analysis in reading has been handicapped by an overemphasis on lexical content at the expense of other syntactic structures. Thus, the student analyzes language in single words. If a broadened concept of syntactic analysis is to become a valid part of the reading program, it must follow the descriptive principle. Classical studies prepare students for the reading of classics but not for reading "Time" magazine or the daily newspapers. The following syntactic and semantic problems are involved in the intelligent reading of a newspaper: (1) headlines and their accuracy in relation to the story, (2) concentration of information in the lead paragraphs, and (3) frequent use of direct and indirect quotations. The reader should be aware of the verbal jugglings of the content possible within these three areas. Another untapped source of dynamic prose material is the spoken word of radio and television. Prose analysis will probably never be popular among students; however, if the material is pertinent, their interest will be greater. (WL)

Notes

ERIC Note: Paper presented at International Reading Association conference, Boston, Mass., April 24-27, 1968.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Descriptive Linguistics.  |  Language Acquisition.  |  News Media.  |  Radio.  |  Reading Comprehension.  |  Television.  |  Classical Literature.  |  Current Events.  |  Reading Instruction.  |  Semantics.  |  Syntax.
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