Читать книгу The Science of Reading - Группа авторов - Страница 36

The science of reading has established an ample basis for what needs to be learned and how to support this learning with systematic instruction. In teaching English, whether in the United Kingdom, the United States, Ireland, Australia, New Zealand, or other areas where children learn to read English as a first language, there is a continuous tension between competing instructional ideas. Science‐based recommendations for teaching the foundations of the orthography‐language mappings have been the subject of multiple national panels and reviews (Castles et al., 2018; Rayner et al., 2001). The strong knowledge base and the support of governments for science‐based education have led to some improvements in English reading instruction (see Savage, this volume). However, these improvements are uneven. In the United States, recommended improvements have not penetrated teacher training as widely as is needed. Marilyn Adams (1998) pointed out that aspiring and practicing teachers in the late twentieth century were taught a “three‐cueing system,” syntactic, semantic, and grapho‐phonic “cues” the child can use to identify a word. This practice seems to have continued in the United States (in contrast to the United Kingdom) well into the twenty‐first century (Hanford, 2019). This strategy, rather than supporting the child’s developing word‐identification system, encourages guessing. In contrast, teaching in many other alphabetic languages generally provides direct support for decoding in beginning instruction (Verhoeven & Perfetti, 2017a). This direct support may be more important for the learner than the details of their orthography.