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Phonics Rules. Topics in Early Reading Coherence [microform] / Sebastian Wren
Bib ID 5686264
Format BookBook, MicroformMicroform, OnlineOnline
Author
Wren, Sebastian
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001 
6 p. 
Summary

Some writing systems, like the traditional Chinese writing system, represent a whole word with a single symbol--writing systems like these are called logographies. To learn to read in a logography, students must memorize the whole symbol for each new word they learn to read. Learning to read a logography is a lifetime endeavor. Other writing systems represent word parts with symbols rather than representing whole words with symbols, such as Cherokee, where there are only about 65 unique syllables. Most languages of the world, however, like English, Spanish, German, etc., contain considerably more than 65 unique syllables, and the syllables do not follow a regular vowel-consonant pattern. In these languages, it is more efficient to use a symbol to represent the phoneme, and to assemble written words at the phonemic level. English, which has thousands of unique syllables, only contains between 39 and 47 phonemes. In Spanish, there is nearly perfect one-to-one correspondence between the letters and the phonemes. Spanish words sound the way they are spelled--this is what linguists call a "shallow orthography." English, however, does not have one-to-one correspondence between letters and phonemes, and is an example of a "deep orthography." A problem facing teachers is whether they should teach the rules of English pronunciation to children learning to read, given that there are exceptions to every rule. Children need to be taught that there is some consistency between the letters and the sounds, but that it is somewhat limited. Arguably the greatest weakness of phonics instruction is its dependence on explicit instruction of "feeble and abstract" rules. (NKA)

Notes

Availability: Southwest Educational Development Laboratory, 211 E. 7th St., Austin, TX 78701-3281. Tel: 800-476-6861. Web site: http://www.sedl.org. For full text: http://www.sedl.org/reading/topics.html.

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 Beginning Reading.  |  English Instruction.  |  Phonemes.  |  Phonics.  |  Primary Education.  |  Pronunciation.  |  Reading Instruction.  |  Spelling.  |  Written Language.  |  Logographic Writing Rule Learning Southwest Educational Development Laboratory
Form/genre Opinion Papers.
Other authors/contributors Southwest Educational Development Lab., Austin, TX
Available From ERIC 
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100 1 |aWren, Sebastian.
245 1 0 |aPhonics Rules. Topics in Early Reading Coherence|h[microform] /|cSebastian Wren.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c2001.
300 |a6 p.
500 |aAvailability: Southwest Educational Development Laboratory, 211 E. 7th St., Austin, TX 78701-3281. Tel: 800-476-6861. Web site: http://www.sedl.org. For full text: http://www.sedl.org/reading/topics.html.|5ericd
520 |aSome writing systems, like the traditional Chinese writing system, represent a whole word with a single symbol--writing systems like these are called logographies. To learn to read in a logography, students must memorize the whole symbol for each new word they learn to read. Learning to read a logography is a lifetime endeavor. Other writing systems represent word parts with symbols rather than representing whole words with symbols, such as Cherokee, where there are only about 65 unique syllables. Most languages of the world, however, like English, Spanish, German, etc., contain considerably more than 65 unique syllables, and the syllables do not follow a regular vowel-consonant pattern. In these languages, it is more efficient to use a symbol to represent the phoneme, and to assemble written words at the phonemic level. English, which has thousands of unique syllables, only contains between 39 and 47 phonemes. In Spanish, there is nearly perfect one-to-one correspondence between the letters and the phonemes. Spanish words sound the way they are spelled--this is what linguists call a "shallow orthography." English, however, does not have one-to-one correspondence between letters and phonemes, and is an example of a "deep orthography." A problem facing teachers is whether they should teach the rules of English pronunciation to children learning to read, given that there are exceptions to every rule. Children need to be taught that there is some consistency between the letters and the sounds, but that it is somewhat limited. Arguably the greatest weakness of phonics instruction is its dependence on explicit instruction of "feeble and abstract" rules. (NKA)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aBeginning Reading.|2ericd
650 1 7 |aEnglish Instruction.|2ericd
650 0 7 |aPhonemes.|2ericd
650 1 7 |aPhonics.|2ericd
650 0 7 |aPrimary Education.|2ericd
650 0 7 |aPronunciation.|2ericd
650 1 7 |aReading Instruction.|2ericd
650 1 7 |aSpelling.|2ericd
650 1 7 |aWritten Language.|2ericd
653 0 |aLogographic Writing|aRule Learning|aSouthwest Educational Development Laboratory
655 7 |aOpinion Papers.|2ericd
710 2 |aSouthwest Educational Development Lab., Austin, TX.
856 4 1 |uhttps://eric.ed.gov/?id=ED458560
984 |aANL|cmc 2253 ED458560|d77000000456243
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