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• W2014378250 abstract "Year after year, teachers of language-handicapped children, particularly teachers of children with a non-English-speaking background, struggled to teach language arts by teaching words. Words were the unit of learning on the oral level, and the measure of success was the size of the learner's speaking vocabulary. Words were the unit of learning on the reading level, and the measure of success was the size of the learner's sight vocabulary. Words were the unit of learning on the writing level, and the measure of success was the learner's spelling score. A few souls worried less about formal language instruction. They were sure that language would blossom in time if they exposed the learner to abundant school-oriented experiences. In either case, the process guaranteed that the students were not prepared to deal with the decoding skills in reading nor with the subject matter content of the elementary school, whether presented orally or in print. Those students durable enough to reach the secondary school were pretty well conditioned to the limitations of their elementary school success-tools, so the retardation process went on smoothly as the students were herded forward through the grades. Like all good fairy tales, this one has its heroes as well as its villains. After World War II, our nation's effort to rebuild and develop the rest of the world carried with it the latest thinking in language teaching as well as in constructing schools and power plants. It was only a matter of time until the same thinking began to unsettle traditional modes of language teaching at home. Whether intentionally or by accident, vocabulary became a dirty word. Many students became proficient at responding to structural signals, even though they had little referential content to fill the slots in the substitution frames. As a student of Old English, I recall how pleased the professor was when the class responded well to his pattern practice on difficult case forms. He was less impressed when he found the only part of the next sentence we could respond to was the case ending. He concluded he might as well have used nonsense syllables. Fortunately, in education the closing of the gap between theory and practice is a slow enough process that the mim-mem syndrome has done little serious damage except, perhaps, to distort the vital role of reading in" @default.
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• W2014378250 date "1968-12-01" @default.
• W2014378250 modified "2023-09-23" @default.
• W2014378250 title "Reading and the Oral Approach at the Secondary Level" @default.
• W2014378250 doi "https://doi.org/10.2307/3585925" @default.
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