Kenneth Goodman is one of the most famous scholars and teachers of reading. He is associated with a psycho-linguistic position on the teaching of reading. His view is that what makes language both necessary and possible is the human brain’s ability to think symbolically (Goodman, 1996). Language is a tool that enables us to create complex systems that can represent even the most subtle experiences, concepts and ideas. For Goodman, it is a mistake to consider that written language learning is fundamentally different from learning oral language.
We learn to use written language later on in life, but Goodman sees this learning as no less natural as learning oral language. Both develop from the need for humans to think and communicate symbolically as individuals in society.
Written language is an extension of human language development that occurs when it’s needed: when face-to-face and here-and-now language is no longer sufficient” (Goodman 1996:118)
For psycho-linguists like Goodman, literacy learning does not begin when children enter school. Children arrive having had rich and varied literacy experiences and have already learned to make sense of print. Schools must not make the mistake of believing that the reading and writing curriculum is a set of new skills for children to learn. Teachers need to build upon and support what children already understand about language, both spoken and written. Supporting children’s language learning this way enables them gradually to control the system of written language.
We learn to use written language later on in life, but Goodman sees this learning as no less natural as learning oral language. Both develop from the need for humans to think and communicate symbolically as individuals in society.
Written language is an extension of human language development that occurs when it’s needed: when face-to-face and here-and-now language is no longer sufficient” (Goodman 1996:118)
For psycho-linguists like Goodman, literacy learning does not begin when children enter school. Children arrive having had rich and varied literacy experiences and have already learned to make sense of print. Schools must not make the mistake of believing that the reading and writing curriculum is a set of new skills for children to learn. Teachers need to build upon and support what children already understand about language, both spoken and written. Supporting children’s language learning this way enables them gradually to control the system of written language.
No comments:
Post a Comment