Why Beginning Reading Must Be Word-by-Word: Disfluent Oral Reading and Orthographic Development.

Authors :: Bear, Donald R.
Source :: Visible Language. Fall 1989 23(4):353-367.
Publication Year :: 1989
Abstract: Discusses an integrated theory of literacy development with synchrony between beginning stages of reading and spelling. Explores the reasons why beginning readers read disfluently, fingerpoint, and read aloud. Discusses orthographic correlates to these behaviors. Suggests that fluent reading must wait for a certain power in word knowledge. Presents pedagogical implications. (SR)

Language :: English
ISSN :: 0022-2224
Volume :: 23
Issue :: 4
Database :: ERIC
Journal :: Visible Language
Publication Type :: Academic Journal
Accession number :: EJ416366
Document Type :: Journal Articles<br />Information Analyses<br />Guides - Non-Classroom

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