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• W209966273 abstract "The Campus School at Western Michigan University recently has been experimenting with the Language-Master Machine as a means of developing initial reading vocabularies with children in the first grade. Realizing that the act of learning to read is unnecessarily complicated when the pupil is asked to deal with printed word symbols whose meaning and sound are foreign or uninteresting to him, the objective here is to identify a personalized reading vocabulary from the actual speaking vocabulary of each individual child. It is hypothesized that such a personalized vocabulary should be an even more effectual device for beginning reading instruction than the basal text which usually offers a controlled vocabulary designed for a specific cultural or socioeconomic group. PERSONALIZING THE DEVELOPMENT OF INITIAL READING VOCABULARY AT THE CAMPUS SCHOOL WESTERN MICHIGAN UNIVERSITY David W. Fraser and Ruth Bosma The Campus School at Western Michigan University recently has been experimenting with the Language-Master Machine as a means of developing initial reading vocabularies with children in the first grade. Realizing that the act of learning to read is unnecessarily complicated when the pupil is asked to deal with printed word symbols whose meaning and sound are foreign or uninteresting to him, the objective here is to identify a personalized reading vocabulary from the actual speaking vocabulary of each individual child. It is hypo thesized that such a personalized vocabulary should be an even more effectual device for beginning reading instruction than the basal text which usually offers a controlled vocabulary designed for a specific cultural or socio-economic group. Generally, instruction has proceeded in the following fashion. The teacher leads a sharing kind of discussion with the children each day. As a pupil finishes sharing, the teacher asks him to sum marize and to record his summary sentence on the strip of magnetic tape affixed to the bottom of a Language-Master card. At her earliest convenience the teacher writes the recorded words in the blank space at the top of the card and returns it to the child for his personal use. Now as he plays back the tape, he not only hears, but sees the exact words he has spoken. Children may make several such audio-visual cards each day. After a number of cards has accumulated, a typed personalized word list is prepared for every child containing key words from his recorded summary sentences. During the day, time to review the cards and work with his list independently is provided. When necessary he may replay a tape to check a word he is unsure of. However, a youngster soon learns to identify the visual symbols without referring to the sound track. When work with a card has been sufficient to insure permanent learning of its content, both writing and sound are erased and the card is reused." @default.
• W209966273 created "2016-06-24" @default.
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• W209966273 date "1967-01-01" @default.
• W209966273 modified "2023-09-27" @default.
• W209966273 title "Personalizing the Development of Initial Reading Vocabulary at the Campus School Western Michigan University" @default.
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