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- W3525958 abstract "THE IDEA that learning read should or can proceed on a whole-task linguistic basis has been with us for a long time. A of teaching was seriously advanced at least 150 years ago?in 1823 Jacotot advised teach ers have pupils memorize complete sentences as the initial stage of their skill development (Mathews 1966). In the present decade Good man advocates what can be called a new sentence method (Smith, Good man and Meredith 1976). In a critique of Goodman's particular whole-task approach in struction, I have indicated (Groff 1978) that Goodman's approach is a variation of the traditional look-say method and that there is little support in research for Goodman's supposi tion that his special whole-task meth od should displace the widely used method of teaching the child recognize individual words through the use of a combination of phonics and context cues. Newest sentence method The most recent attempt revive the notion that the sentence is the proper written context with which begin instruction seems be made by Hoskisson. He calls his description of this whole-task ap proach assisted or reading by immersion. According Hoskisson, Assisted qualifies as a logical means of giving children the experience in they need in order acquire the visual or graphic features that will allow them use their knowl edge of the and their cognitive skills in learning read in the natural way they have learned their spoken language (Hoskisson, March 1975, p. 313). Children taught by this method are said to learn read and discover the systematic nature of the orthographic system by being immersed in in a manner similar the way they learn speak and discover the system atic nature of their spoken" @default.
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- W3525958 date "1979-03-01" @default.
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- W3525958 title "A Critique of Teaching Reading as a Whole-task Venture." @default.
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