Beyond ABC : investigating current rationales and systems for the teaching of early reading to young learners of English
The premise of this thesis is that the role of the first steps in reading in courses for Young Learners of English (YL) at the beginner stage is a neglected area, with anomalies centred around the fact that âwords on the page âare often treated as if they were facilitative from the outset for language work in areas such as speaking while very little support is offered to children as to how to decode these words. Chapter 1 (Introduction) traces the rapid spread of YL teaching worldwide and considers the preparation of teachers for their roles. Materials are discussed as an important source of support and structure for teachers and a case is made for a focus in the main study on systems and rationales for early reading found among teachers themselves or evidenced in published materials. Chapter 2 (Literature Review) discusses relevant issues for systematic support for YL in their first steps in reading English. Areas discussed are: Teacher Cognition, Sociocultural inductions to reading, Orthographic Depth, Phonology, research on reading development across languages and influences in the YL world of established early reading methods for English native-speaking children. Chapter 3 (Research Methodology) justifies
Rixon, Shelagh
LB1501 Primary Education
Beyond ABC : investigating current rationales and systems for the teaching of early reading to young learners of English. The premise of this thesis is that the role of the first steps in reading in courses for Young Learners of English (YL) at the beginner stage is a neglected area, with anomalies centred around the fact that âwords on the page âare often treated as if they were facilitative from the outset for language work in areas such as speaking while very little support is offered to children as to how to decode these words. Chapter 1 (Introduction) traces the rapid spread of YL teaching worldwide and considers the preparation of teachers for their roles. Materials are discussed as an important source of support and structure for teachers and a case is made for a focus in the main study on systems and rationales for early reading found among teachers themselves or evidenced in published materials. Chapter 2 (Literature Review) discusses relevant issues for systematic support for YL in their first steps in reading English. Areas discussed are: Teacher Cognition, Sociocultural inductions to reading, Orthographic Depth, Phonology, research on reading development across languages and influences in the YL world of established early reading methods for English native-speaking children. Chapter 3 (Research Methodology) justifies
beyond abc investigate current rationale system teach early_reading young learner_english premise role first_step read course young learners_english beginner stage neglected area anomaly centre_around fact word page often treat outset language work area speak little support offer child decode word introduction trace rapid spread teach worldwide considers preparation teacher role materials discuss important source support structure teacher case make focus main study system early_reading find among teacher evidence publish material literature_review discuss relevant issue systematic support first step read english areas discuss teacher_cognition sociocultural induction reading orthographic depth phonology read development across_language influence world establish early_reading method english_native speaking_child justifies