Earticle

초록

영어

The primary purpose of this paper is to suggest the appropriate and achievable way of learning of English reading for early readers. Learning to read is not something that starts with memorizing the alphabet or phoneme. Traditional phonics, with its focus on individual phoneme, doesn't give children an accessible entry route into reading. Children's experience of reading needs to begin with whole texts, being read for meaning. One way to do this is through shared reading with predictable, engaging stories. This way differs from the traditional part-to-whole approach in that it teaches parts of the words after a story has been read to, with and by the children rather than before the story is read by the children. This method is called whole-to-part reading. Whole-to-part phonics instruction differs from traditional phonics in that it teaches letter-onset and letter-rime correspondences rather than letter-phoneme correspondences. More importantly, this way emphasizes the importance of the invisible factors which affect the reading process such as the children's enjoyment, confidence, schema (background knowledge), familiar context and making analogies. Whole-to-part approach to reading is psycholinguistically appropriate and meets children's needs. It gives us a very useful framework for early reading learning, and the first step to begin with it is to select the age-appropriate predictable story books.

목차

I. 머리말
 II. 읽기 과정의 모델 : ‘Part-to-Whole’ 접근 방식에서 'Whole-to-Part'로
 III. 읽기 교재의 선정 : ‘Decodable Story’에서 ‘Predictable Story'로
 IV. 파닉스 지도의 과정 : ‘Phoneme’ 중심에서 ‘ Onset과 Rime'으로
 V. 읽기지도의 모색 : ‘visible system'과 ‘invisible system'의 균형과 조화
 VI. 맺음말
 Work‘s Cited
 ABSTRACT

키워드

저자

• 김덕규 [ Duck-kyu Kim | 춘천교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810