Emphasizing Form and Meaning Separately in Prereading and Early Reading Instruction.

van Kleeck, Anne

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Peer reviewed

ERIC Number: EJ511869

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0271-8294

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Emphasizing Form and Meaning Separately in Prereading and Early Reading Instruction.

van Kleeck, Anne

Topics in Language Disorders, v16 n1 p27-49 Nov 1995

This article proposes that meaning and form (the sound-letter correspondences) are both important in beginning reading, but that initially they should be taught separately. Support for this position is provided, and a two-stage model of preliteracy development is offered, with the first stage emphasizing meaning and the second stage emphasizing form. (Author/DB)

Descriptors: Beginning Reading, Decoding (Reading), Literacy Education, Phonics, Prereading Experience, Primary Education, Reading Instruction, Semantics, Sequential Learning, Teaching Models, Whole Language Approach

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special issue: "Language Learning Disabilities Update: Toward a Literate Millennium."