by Sally E. Shaywitz
北京能动时代教育科技有限公司
5
Dynamic English
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Phonemes or Phonetic Units?
Before words can be identified, understood, stored in memory or retrieved from it, they must first be broken down, or parsed, into their phonetic units by the phonological module of the brain.
－by Sally E. Shaywitz
北京能动时代教育科技有限公司
3
Dynamic English
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Dyslexia - a Technique or Ability Problem? In one of our studies, Jennifer, a very bright young woman with a reading disability, told us all about the word "apocalypse." She knew its meaning, its connotations and its correct usage; she could not, however, recognize the word on a printed page. Because she could not decode and identify the written word, she could not access her fund of knowledge about its meaning when she came across it in reading. －by Sally E. Shaywitz
that they can then map the sounds on t they
PHIL PONCE: So they can make a connection between what they hear and what they see on the written page.
北京能动时代教育科技有限公司
4
Dynamic English
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Map Sounds on Letters
REID LYON: The sound structure that is difficult for the youngsters, that should help kids understand that words are made of sound are under activated. The task of the teacher is to make sure the youngsters develop that sound capability so
Philip B. Gough & Connie Juel
北京能动时代教育科技有限公司
10
Dynamic English
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The Significance of the Cipher
Our research, like that of many others, suggests that phonemic awareness is the key to the transition. It is a necessary condition, but not a sufficient one; it unlocks the door, but does not open it. For that, the child must master the cipher. The child must discover what letters correspond in what way to what phonemes. Given that he does so, he will read words in a new way.
by Sally E. Shaywitz
北京能动时代教育科技有限公司
7
Dynamic English
能 动 英 语
Does“ Orthographic Cipher” exist?
In an alphabetic language, such a means is afforded by knowledge of the letter-sound correspondences of the language, or what we call its orthographic cipher.”
For the most part, though, the hundreds of seminars and lectures offered last week focused on how reading teachers could do their jobs better. Virtually all the presentations drew standing-room-only audiences, underscoring the fact that 40 percent of the nation's third-graders cannot read independently and that no educator has quite figured out how to solve the problem.
by Sally E. Shaywitz
北京能动时代教育科技有限公司
6
Dynamic English
能 动 英 语
The Internal Phonological Structure of Spoken Words
The task of the reader is to transform the visual percepts of alphabetic script into linguistic ones--that is, to recode graphemes (letters) into their corresponding phonemes. To accomplish this, the beginning reader must first come to a conscious awareness of the internal phonological structure of spoken words. Then he or she must realize that the orthography--the sequence of letters on the page--represents this phonology. That is precisely what happens when a child learns to read.
Philip B. Gough & Connie Juel
北京能动时代教育科技有限公司
9
Dynamic English
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The Significance of the Cipher
We have evidence that children who have mastered the cipher in the first grade will be successful readers by the time they reach the fourth, while those who have not mastered the cipher remain poor 3 years later.
Philip B. Gough & Connie Juel
北京能动时代教育科技有限公司
8
Dynamic English
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Current Research On the Cipher
“The nature of the cipher is a fascinating theoretical
Copyright 1997 The New York Times Company
北京能动时代教育科技有限公司
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Phonological Processing & Other Language Skills
This finding converges with other evidence in suggesting that whereas the phonological component of the language system is impaired in dyslexia, the higher-level components remain intact. Linguistic processes involved in word meaning, grammar and discourse-- what, collectively, underlies comprehension--seem to be fully operational, but their activity is blocked by the deficit in the lower-order function of phonological processing.
It's a shame in America that that's the case.
－President George W. Bush
北京能动时代教育科技有限公司
1
Dynamic English
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