By Frank Smith
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Television commercials may do the same for a child. They not only announce in spoken and written language the product’s name, desirability, and uniqueness, but they also demonstrate the product at work. The point in all of these cases is that no substitution could be made; the print is directly related to the setting in which it occurs, just as is the spoken language of the home. Once the fundamental insight about the meaningfulness of written language is attained, I see no reason why children should not go on spontaneously elaborating upon it as they do with speech.
Readers look for the featural information that they need and ignore information that is irrelevant or redundant to their purposes. require recourse to spoken language for the comprehension of print. Meaning is directly accessible through print (as exemplified in the visible difference in meaning between their and there) and, in fact, it must be determined before the text can be read aloud in a comprehensible manner. ), let alone an appropriate pronunciation or intonation. of course. Indeed, when one considers the enormity of the attempt to understand how knowledge of the world is organized and integrated in the human brain, which is the beginning of the inside-out analysis of reading, then one comprehends why it has been asserted more than once that to understand reading would be the acme of a psychologist’s achievement (Huey, 1908/1968; Neisser, 1967).
Inside-out approaches to instruction, on the other hand, try to argue that children learn to read by reading, and that the teacher’s role is to help children read. Such a perspective asserts that it is sense that enables children to learn to read, making use of inferred meaning and prior knowledge, just as the development of spoken language fluency is rooted in the sense children are able to bring to the learning situation (Macnamara, 1972; Nelson, 1974). According to the inside-out point of view, expecting children to “decode” letters into words is to expect them to learn words the hard way; it is familiarity with words that makes letter recognition (and phonics) easy.
Essays into Literacy by Frank Smith
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