Cognitive Psych

Paper Summary:

In this paper, the author examines the cognitive psych involved in learning to read. He looks primarily at children, and their developmental skills in learning to read. The author reminds us that there are many different methods of teaching, and some are more efficient than others. Among them is systematic phonetics, which the author considers to be more effective or superior to other techniques. He details the criteria involved in teaching this method. The author then moves on to discuss phonemic awareness which is the understanding that sounds of spoken language working together, make words. The paper continues to discuss all of the methodologies involved in developing children's reading. In conclusion, the author reminds us that there are many children who are condemned as failures within the school system due to their different style of learning, as compared to other children. These children should not be overlooked.

From the Paper:

"One of the most common terms used in reading is phonemic awareness, but the term is not often clearly understood. Many feel that phonemic awareness and phonics is essentially the same thing. This is not true. Phonemic is the understanding that sounds of spoken language working together make words, whereas phonics is the concept that there is an understandable relationship between phonemes and graphemes. The graphemes are the letters which represent sound in language when it is written. For the children to be able to benefit from instructions on phonics, they have to be aware of phonemics. The simple reason for this is that when children cannot hear or work with phonemes of spoken words, they will have a lot of difficulties in relating these phonemes to the graphemes that they will see in the words when written. Another misconception is to understand phonemic awareness to mean the same as phonological awareness, when that is not correct. (Goodman, 1967)"

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