Treść książki
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T
HEDEVELOPMENTOFWORDRECOGNITIONINREADINGINLOWERPRIMARYPOLISHLEARNERSOFENGLISH
Inthispartofthebookalsothestudyquestionsareposedinviewofmeasuringthe
improvementsinwordrecognitioncomponentsofthesixparticipantsofthestudy
involvedinasixmonthearlyreadingcourseinEnglishasaforeignlanguage.
Apartfromthis,Chapter4alsodisplaysthestudyresults,discussionofthe
resultsandthelearners’proflesasanadditionalsourceofqualitativeinformation
contributingtoamorecompleteunderstandingoftheprocessoflearningto
recognisewordsinEnglishasaforeignlanguagebyPolishlearners.Thebook
closeswithconclusionsoutliningpotentialimplicationsofthecurrentstudyresults
forearlyreadinginstructioninEnglishasaforeignlanguage.Somesuggestions
referringtothedevelopmentofeffectivewordrecognitioncomponentsinparticular
areputforward.
Keytermsthatneedtobeexplained:
Earlyreading-theinitialstageinreadingdevelopmentwhenreaderslearnto
recognizeprintedwordsandreadsimpletexts;
Maturereading-thefnalstageinreadingdevelopmentwhenreadingisfluent;
Literacy-inanarrowmeaningthetermreferstotheskillsofreadingand
writingtextsforvariouspurposes,yetinawidersenseitreferstothe
abilitytodecipherandunderstandvariousformatsandmediathrough
whichinformationispassed(multipleliteracies);
Decoding-theabilitytouseknowledgeofgraphicsymbolsandtheir
correspondingsoundstorecognizewordsthatcannotberecognizedon
sight;
Orthography-thewritingsystemcharacteristicofaparticularlanguage;
Grapheme-phonemecorrespondence-therelationshipbetweenthe
graphicalformsoflettersandthecorrespondingphonemes.
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