Chapter 3. Reading principles and teaching

Representing the sounds of a language using written symbols, focusing on phonemes or syllables.

Representing the meanings of words using written symbols, focusing on morphemes.

A writing system that represents speech sounds, specifically phonemes or syllables.

A writing system that represents the meanings of words, using symbols for morphemes.

Consistency in a writing system where the same letter or symbol always represents the same sound.

The inconsistency that exists between English pronunciation and spelling.

The Roman alphabet was primarily designed for the Latin language with fewer phonemes than English. Thus, English had to adapt the Roman alphabet to accommodate its unique sounds.

Changes in pronunciation over time have led to a mismatch between how words are spelled and pronounced in English.

The English alphabet has its roots in ancient Semitic writing systems, passed down through the Phoenicians, Greeks, and Romans.

Each character represents a morpheme, a meaningful unit, and also corresponds to a single syllable. This means a character carries both sound and meaning.

The word kowtow is formed by combining two morphemes: kow (knock) and tow (head), resulting in the meaning "to bow deeply in respect."

While Chinese characters originated as pictorial representations, most characters nowadays have evolved into conventional symbols, losing their direct connection to images.

The Japanese writing system borrowed the Chinese character system (Kanji) and also developed its own syllabaries (Kana), resulting in a combination of meaning-based and sound-based writing.

This approach emphasizes the systematic teaching of the relationship between letters and their corresponding sounds, believing that reading involves decoding written forms into spoken language, leading to comprehension.

Reading is a two-step process where written symbols (letters) are first decoded into sounds (phonemes), and then those sounds are used to understand the meaning of the words.

Critics argue that the phonics approach limits effectiveness, especially in English, due to irregular spelling patterns and the complexity of the language.

The ability to read words smoothly and accurately without decoding each letter.

Learning by observing patterns and making inferences without explicit instruction.

The approach to reading instruction that emphasizes recognizing whole words first before segmenting them into sounds.

The process of breaking down words into their individual sounds.

The smallest unit of meaning in a language.

The rules governing the arrangement of words in a sentence.

The sound system of a language.

The process of learning letter-sound correspondences by recognizing whole words and then inferring sounds.

Children learn to recognize letter shapes better when they see them within whole words, not in isolation. This helps them connect the shape with its meaning. For example, seeing 'b' in 'bat' reinforces its sound and shape.

Reading should focus on meaningful texts like complete words, phrases, and sentences, rather than isolated letters or sounds. This emphasizes comprehension and makes learning more engaging.

Reading instruction should build upon words and ideas children already know, rather than introducing entirely new vocabulary or concepts. This reduces cognitive load and makes learning easier.

Reading should emphasize understanding the meaning of words and sentences, not just being able to pronounce them correctly. This helps learners focus on the content and context, improving their comprehension.

When children encounter words in context, they can infer the sounds associated with letters without explicit instruction. This mirrors how they learn language naturally.

The Whole-Word approach emphasizes reading meaningful texts and not just isolated letters or sounds. This mimics how children naturally learn language through meaningful interactions.

The Whole-Word approach emphasizes reading instruction should build on familiar words and concepts, rather than introducing new vocabulary in isolation. This makes learning less demanding.

The Whole-Word approach focuses on understanding the meaning of words and sentences, rather than just the ability to produce speech sounds. This promotes deeper cognitive engagement.

The ability to read is developed through systematic instruction and targeted practice, even among very young children.

Reading is a multi-faceted skill that requires both decoding letters into sounds and understanding the meaning of the words.

Children who learn to read early experience numerous benefits, such as increased pleasure in reading, enhanced learning abilities, and expanded knowledge.

Reading is a source of enjoyment and entertainment for children.

Exposure to written words before formal instruction helps children become familiar with the written form of language.

Children learn reading skills quickly and easily when they are ready.

Children who develop early reading skills tend to become better learners in other subjects as well.

Early reading promotes a positive impact on society by creating a more knowledgeable and literate population.

Reading instruction should prioritize comprehension and meaning, rather than focusing on pronunciation. The act of reading is primarily about understanding the message being conveyed, not simply sounding out words.

Fluent readers recognize words as whole units, efficiently processing them without sounding out individual letters. Teaching whole-word recognition from the start helps students develop fluency and comprehension.

Reading should be an enjoyable experience, fostering a love for literature and learning. When children find reading engaging, they are more likely to read independently and explore new ideas.

Teaching writing and reading are separate skills, and focusing on writing mechanics can sometimes hinder reading development. Emphasize the comprehension aspect of reading without distractions from writing.

Reading instruction should prioritize meaning and communication, not merely pronunciation. The goal is to understand the conveyed message, and pronunciation is secondary.

The ability to understand the meanings of words and sentences, rather than just being able to pronounce them correctly.

Learning letter-sound correspondences by recognizing whole words and then inferring the sounds.

Teaching the systematic relationship between letters and their corresponding sounds.

The relationship between letters and sounds in a language. Highly consistent systems make reading easier.

The system of writing in English is notoriously complex and unpredictable.

The Latin alphabet originally had fewer sounds than English, leading to adaptation by assigning multiple sounds to single letters and using letter combinations.

Changes in how English words were pronounced over time have created inconsistencies between spelling and pronunciation.

The Japanese writing system combines sound-based syllabaries (Kana) with meaning-based characters (Kanji) borrowed from Chinese, making it complex.

In English, the spelling of a word often does not match its pronunciation. This makes it difficult to apply phonics rules universally.

Learners acquire language by analyzing patterns, discovering rules from examples without explicit instruction.

The ability to recognize letter shapes is enhanced by seeing them within whole words. This helps connect shapes with meanings.

Children can deduce sounds of letters by recognizing whole words and inferring patterns.

Reading materials that emphasize communication and meaning will make reading more enjoyable and engaging for children.

Early exposure to written words helps children become familiar with the written form of language.

Reading is a multi-faceted skill that requires both decoding letters and understanding the meaning.

Fluent readers identify words as wholes. Research shows fluent readers process whole words quickly, skipping letter-by-letter decoding.

Children learn naturally by induction. Children analyze and deduce language structures (sounds, morphemes) without explicit instruction.

Reading instruction should build on a child's existing knowledge of spoken language, focusing on words they already understand in speech.

Reading instruction should not prioritize speech production, focusing instead on understanding the meaning of written text.

Children with speech difficulties can still learn to read effectively, as speech clarity is not essential for comprehension.

Reading instruction should be separate from writing instruction, focusing on reading fluency first and introducing writing later when motor skills develop.

Steinberg's four-phase reading program provides a systematic and structured approach to teaching reading.

The first phase of Steinberg's program introduces children to the visual shapes of written words through association with real-world objects.

The second phase focuses on teaching children to associate specific written words with their spoken equivalents or corresponding objects.

The third phase transitions from single words to larger linguistic units like phrases and sentences, focusing on meaningful and contextually relevant examples.

The fourth and final phase enables children to read longer, connected units of text, including paragraphs and stories.

Steinberg's reading program has shown success in various settings, including homes and preschools, across different countries with varying writing systems.

Steinberg's four-phase reading program provides a structured and systematic approach to reading instruction, emphasizing visual association, comprehension, and the enjoyment of reading.

The program's effectiveness lies in its sequential nature, allowing children to progress from basic word recognition to reading stories and books fluently and with comprehension.