{"id":1257,"date":"2010-02-19T21:17:34","date_gmt":"2010-02-19T13:17:34","guid":{"rendered":"https:\/\/ajia.site\/blog\/2010\/02\/19\/bi_ji_bai_20100219\/"},"modified":"2010-02-19T21:17:34","modified_gmt":"2010-02-19T13:17:34","slug":"bi_ji_bai_20100219","status":"publish","type":"post","link":"https:\/\/ajia.site\/blog\/en\/2010\/02\/19\/bi_ji_bai_20100219\/","title":{"rendered":"[\u7b14\u8bb0]\u300a\u6446\u8131\u65e0\u610f\u4e49\u7684\u9605\u8bfb\u300b\u5206\u7ae0\u5c0f\u7ed3\u6574\u7406"},"content":{"rendered":"

   
\nThe fol\u00adlow\u00ading is com\u00adpiled from Read\u00ading With\u00adout Non\u00adsense, author Frank Smith.
\nSmith). This is a the\u00ado\u00adret\u00adi\u00adcal book pri\u00admar\u00adi\u00adly for read\u00ading teach\u00aders. It\u2019s a bit dif\u00adfi\u00adcult to read, but the author is thought\u00adful enough to pro\u00advide a sum\u00adma\u00adry of each chap\u00adter, which togeth\u00ader gives you a gen\u00ader\u00adal overview of his main points. They are as fol\u00adlows:
\n 
\n   
\nChap\u00adter 1 The Most Nat\u00adur\u00adal Activ\u00adi\u00adties in the World
\n    The Most
\nNat\u00adur\u00adal Act in the
\nWorld
<\/strong>   
\nWhile read\u00ading texts vary wide\u00adly, and the pur\u00adpos\u00ades for read\u00ading are also diverse, a com\u00admon char\u00adac\u00adter\u00adis\u00adtic is the abil\u00adi\u00adty to ask ques\u00adtions based on the text. Answer\u00ading these ques\u00adtions con\u00adsti\u00adtutes under\u00adstand\u00ading. There\u2019s noth\u00ading unnat\u00adur\u00adal about this, and it\u2019s nat\u00adur\u00adal that read\u00ading needs to be taught. The abil\u00adi\u00adty to ask rel\u00ade\u00advant ques\u00adtions about a text and to under\u00adstand how to find answers in print\u00aded texts depends on our famil\u00adiar\u00adi\u00adty with the type of read\u00ading mate\u00adr\u00adi\u00adal and the spe\u00adcif\u00adic pur\u00adpose for which we are read\u00ading. Both of these skills need to be acquired through actu\u00adal read\u00ading expe\u00adri\u00adence.
\n 
\n   
\nChap\u00adter 2: Becom\u00ading a Read\u00ader by Learn\u00ading
\n    Learn\u00ading to
\nBe a
\nRead\u00ader
<\/strong>   
\nTo learn to read, chil\u00addren must be exposed to meth\u00adods avail\u00adable to them, enabling them to achieve their goals and expand their inter\u00adests through read\u00ading. If writ\u00adten lan\u00adguage is made mean\u00ading\u00adful to them, they will learn it in the same way they learn spo\u00adken lan\u00adguage. Before chil\u00addren can learn to read on their own, they need some\u00adone to read to them on an as-need\u00aded basis. Sto\u00adry\u00adbooks are impor\u00adtant and help\u00adful, espe\u00adcial\u00adly because chil\u00addren learn so much from their authors. But oth\u00ader things are equal\u00adly impor\u00adtant and help\u00adful, such as signs, labels, and the var\u00adi\u00adous print\u00aded mate\u00adri\u00adals in our envi\u00adron\u00adment.
\n 
\n   
\nChap\u00adter 3 Lim\u00adi\u00adta\u00adtions of Phon\u00adics Teach\u00ading Meth\u00adods
\n    The
\nLim\u00adi\u00adta\u00adtions of Phon\u00adics<\/strong>
\n   
\nThe Phon\u00adics approach (rough\u00adly called \u201cphon\u00adics-based lit\u00ader\u00ada\u00adcy\u201d) is a cum\u00adber\u00adsome and unre\u00adli\u00adable sys\u00adtem that rarely pro\u00advides accu\u00adrate pro\u00adnun\u00adci\u00ada\u00adtion for unfa\u00admil\u00adiar words. There are many bet\u00adter ways to help us rec\u00adog\u00adnize unfa\u00admil\u00adiar words, such as ask\u00ading some\u00adone, using con\u00adtext for clues, and com\u00adpar\u00ading them to known words with the same struc\u00adture. All chil\u00addren use con\u00adtext for clues exten\u00adsive\u00adly in their oral lan\u00adguage devel\u00adop\u00adment. This approach can also be applied to writ\u00adten lan\u00adguage learn\u00ading, but only when the read\u00ading mate\u00adr\u00adi\u00adal is mean\u00ading\u00adful to the child. Rely\u00ading sole\u00adly on Phon\u00adics and spelling-sound pair\u00ading exer\u00adcis\u00ades can pre\u00advent chil\u00addren from read\u00ading flu\u00adent\u00adly and hin\u00adder their progress in learn\u00ading to read.
\n 
\n   
\nChap\u00adter 4 Read\u00ading \u2014 From Behind the Eyes
\n    Reading\u2014From
\nBehind the Eyes<\/strong>
\n   
\nWe don\u2019t see every\u00adthing in front of our eyes; in a split sec\u00adond, we don\u2019t even see any\u00adthing. It takes time for the brain to deter\u00admine what the eyes are look\u00ading at. Read\u00ading relies more on non-visu\u00adal infor\u00adma\u00adtion behind the eyes than on visu\u00adal infor\u00adma\u00adtion in front of us. Over-reliance on visu\u00adal infor\u00adma\u00adtion can over\u00adwhelm the brain\u2019s abil\u00adi\u00adty to make deci\u00adsions, lead\u00ading to \u201ctun\u00adnel vision.\u201d
\nVision\u2014perhaps bor\u00adrow\u00ading the oph\u00adthal\u00admo\u00adlog\u00adi\u00adcal term \u201ctun\u00adnel vision\u201d to describe the symp\u00adtom of a nar\u00adrowed field of vision dur\u00ading reading\u2014meaning that the read\u00ader sees let\u00adters rather than sen\u00adtences or phras\u00ades at a time. Tun\u00adnel vision seems most like\u00adly to occur when the sub\u00adject mat\u00adter is near\u00adly mean\u00ading\u00adless to the read\u00ader or when the read\u00ader is over\u00adly anx\u00adious due to the fear of mak\u00ading mis\u00adtakes. Focus\u00ading on the text or sig\u00adnif\u00adi\u00adcant\u00adly increas\u00ading gaze inten\u00adsi\u00adty does not make read\u00ading more effec\u00adtive or make learn\u00ading to read eas\u00adi\u00ader.
\n 
\n   
\nChap\u00adter 5 The Bot\u00adtle\u00adneck of Mem\u00ado\u00adry
\n    Bot\u00adtle\u00adnecks
\nof
\nMem\u00ado\u00adry
<\/strong>   
\nShort-term mem\u00ado\u00adry is a tem\u00adpo\u00adrary repos\u00adi\u00adto\u00adry for what we hap\u00adpen to be attend\u00ading to at a giv\u00aden time. Long-term mem\u00ado\u00adry holds our rel\u00ada\u00adtive\u00adly endur\u00ading knowl\u00adedge of the world. Both types of mem\u00ado\u00adry have sig\u00adnif\u00adi\u00adcant lim\u00adi\u00adta\u00adtions that can hin\u00adder read\u00ading or the process of learn\u00ading to read. Short-term mem\u00ado\u00adry can only hold a small amount of infor\u00adma\u00adtion at a time, mak\u00ading read\u00ading dif\u00adfi\u00adcult if read\u00aders rely sole\u00adly on visu\u00adal infor\u00adma\u00adtion. Incor\u00adpo\u00adrat\u00ading new\u00adly acquired infor\u00adma\u00adtion into long-term mem\u00ado\u00adry is a slow process and can inter\u00adfere with com\u00adpre\u00adhen\u00adsion. How\u00adev\u00ader, both of these lim\u00adi\u00adta\u00adtions can be eas\u00adi\u00adly over\u00adcome if the read\u00ading mate\u00adr\u00adi\u00adal is mean\u00ading\u00adful (inter\u00adest\u00ading to the read\u00ader) and the read\u00ader is not anx\u00adious about mak\u00ading mis\u00adtakes or wor\u00adried about not remem\u00adber\u00ading details. The need for mean\u00ading\u00adful (inter\u00adest\u00ading) read\u00ading mate\u00adr\u00adi\u00adal is espe\u00adcial\u00adly impor\u00adtant for begin\u00adning read\u00aders.
\n 
\n   
\nChap\u00adter 6 Lan\u00adguage and Mean\u00ading
\n    Lan\u00adguage and
\nMean\u00ading<\/strong>
\n   
\nNon-visu\u00adal infor\u00adma\u00adtion is par\u00adtic\u00adu\u00adlar\u00adly impor\u00adtant in read\u00ading because mean\u00ading is not direct\u00adly appar\u00adent in the sur\u00adface struc\u00adture of lan\u00adguage, the sounds of speech, or the visu\u00adal sym\u00adbols of writ\u00ading. Read\u00aders must bring meaning\u2014deeper structure\u2014to the read\u00ading mate\u00adr\u00adi\u00adal, draw\u00ading on their pri\u00ador knowl\u00adedge of the sub\u00adject mat\u00adter and their pri\u00ador knowl\u00adedge of the lan\u00adguage of the text. Sim\u00adi\u00adlar\u00adly, if the read\u00ading mate\u00adr\u00adi\u00adal is mean\u00ading\u00adless (or unin\u00adter\u00adest\u00ading) to the read\u00ader, this use of non-visu\u00adal infor\u00adma\u00adtion will be impos\u00adsi\u00adble.
\n 
\n   
\nChap\u00adter 7: Con\u00adstruct\u00ading a The\u00ado\u00adry of the World
\n    Con\u00adstruct\u00ading
\na The\u00ado\u00adry of the World<\/strong>
\n   
\nThe foun\u00adda\u00adtion of under\u00adstand\u00ading is our the\u00ado\u00adry of the world. Each of us has a the\u00ado\u00adry of the world, and we car\u00adry it with us every\u00adwhere we go. This the\u00ado\u00adry is con\u00adstant\u00adly test\u00aded and revised as we inter\u00adact with the world. This the\u00ado\u00adry pro\u00advides the source of pre\u00addic\u00adtions, allow\u00ading us to derive mean\u00ading from the events and lan\u00adguage we encounter. If a sit\u00adu\u00ada\u00adtion can\u00adnot be con\u00adnect\u00aded to our the\u00ado\u00adry of the world, we can\u00adnot make sense of the world and can\u00adnot derive mean\u00ading from our read\u00ading, because the sit\u00adu\u00ada\u00adtion is mean\u00ading\u00adless (or absurd).
\n 
\n   
\nChap\u00adter 8 Let\u00adters, Words, and Mean\u00ading
\n    Let\u00adters,
\nWords, and
\nMean\u00ading
<\/strong>   
\nRec\u00adog\u00adniz\u00ading let\u00adters, rec\u00adog\u00adniz\u00ading words (rough\u00adly sim\u00adi\u00adlar to learn\u00ading Chi\u00adnese char\u00adac\u00adters), and under\u00adstand\u00ading mean\u00ading are all dis\u00adtinct process\u00ades of ques\u00adtion\u00ading a text, each pro\u00adduc\u00ading inde\u00adpen\u00addent and dis\u00adtinct results. Under\u00adstand\u00ading mean\u00ading does\u00adn\u2019t require rec\u00adog\u00adniz\u00ading words, and cer\u00adtain\u00adly does\u00adn\u2019t require rec\u00adog\u00adniz\u00ading let\u00adters.
\n 
\n   
\nChap\u00adter 9 Join\u00ading the Read\u00aders\u2019 Club
\n    Join\u00ading the
\nClub of
\nRead\u00aders
<\/strong>   
\nTo learn to read, chil\u00addren must be exposed to the tools avail\u00adable to them, enabling them to achieve their goals and expand their inter\u00adests through read\u00ading. If writ\u00adten lan\u00adguage becomes mean\u00ading\u00adful to them, they will learn it in the same way they learn spo\u00adken lan\u00adguage. Before chil\u00addren can learn to read on their own, they need some\u00adone to read to them on an as-need\u00aded basis. Chil\u00addren must be ful\u00adly accept\u00aded into a read\u00ading club, where they receive a vari\u00adety of read\u00ading mod\u00adel\u00ading and col\u00adlab\u00ado\u00adra\u00adtive oppor\u00adtu\u00adni\u00adties to help them even\u00adtu\u00adal\u00adly become read\u00aders. By join\u00ading a writ\u00ading club, young read\u00aders can also learn to become writ\u00aders.<\/p>\n

    (It should be not\u00aded that the \u201cread\u00ading club\u201d or \u201cwrit\u00ading club\u201d here does not refer to a spe\u00adcif\u00adic club, but rather an abstract orga\u00adni\u00adza\u00adtion. For exam\u00adple, before a child starts school, par\u00adents can turn the fam\u00adi\u00adly and relat\u00aded cir\u00adcles into their child\u2019s read\u00ading club; after school, teach\u00aders can turn the school into their child\u2019s read\u00ading club.)
\n 
\n   
\nChap\u00adter 10 The Impor\u00adtance of Teach\u00aders
\n    The
\nImpor\u00adtance of Teach\u00aders<\/strong>
\n   
\nTeach\u00aders must ensure that all chil\u00addren are includ\u00aded in read\u00ading clubs, where they can see that the use of writ\u00adten lan\u00adguage is var\u00adied, reward\u00ading, and mean\u00ading\u00adful, and where they can be helped to devel\u00adop their own writ\u00adten lan\u00adguage skills. Accu\u00adra\u00adcy and var\u00adi\u00adous \u201ctech\u00adniques\u201d should not be a bur\u00adden, espe\u00adcial\u00adly not at the expense of the enjoy\u00adment of begin\u00adners. Accu\u00adra\u00adcy and tech\u00adnique are the result of exten\u00adsive read\u00ading expe\u00adri\u00adence, not pre\u00adreq\u00adui\u00adsites for read\u00ading. Teach\u00aders must pro\u00adtect them\u00adselves and their chil\u00addren from the harm\u00adful influ\u00adence of read\u00ading tuto\u00adri\u00adals and read\u00ading tests that would con\u00advince learn\u00aders that read\u00ading is mean\u00ading\u00adless, painful, and use\u00adless. We, how\u00adev\u00ader, believe that read\u00ading is use\u00adful, sat\u00adis\u00adfy\u00ading, mean\u00ading\u00adful, and often joy\u00adful.
\n 
\n   
\nChap\u00adter 11 Labels and Non\u00adsense
\n    Labels and
\nFables
<\/strong>   
\nDyslex\u00adia is not a patho\u00adlog\u00adi\u00adcal con\u00addi\u00adtion, and the so-called \u201creadi\u00adness\u201d to begin read\u00ading is a fic\u00adti\u00adtious bar\u00adri\u00ader. Many of the dif\u00adfi\u00adcul\u00adties some chil\u00addren encounter in learn\u00ading to read can often be attrib\u00aduted to prob\u00adlems with read\u00ading guid\u00adance rather than prob\u00adlems with the learn\u00ader.
\n 
\nCom\u00adpiled and edit\u00aded by Argen\u00adtine Primera Divisi\u00f3n
\nFeb\u00adru\u00adary 11, 2010, Guangzhou<\/p>","protected":false},"excerpt":{"rendered":"

\u00a0\u00a0\u00a0 \u4ee5\u4e0b\u7f16\u8bd1\u6574\u7406\u81eaReading Without Nonsense\uff08\u300a\u6446\u8131\u65e0\u610f\u4e49\u7684\u9605\u8bfb\u300b\uff09\uff0c\u4f5c\u8005\u5f17\u5170\u514b\u2022\u53f2 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wp_typography_post_enhancements_disabled":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[23],"tags":[93,216,215,213,26,214],"class_list":["post-1257","post","type-post","status-publish","format-standard","hentry","category-timemachine","tag-93","tag-216","tag--bull","tag-213","tag-26","tag-214"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/1257","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/comments?post=1257"}],"version-history":[{"count":0,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/1257\/revisions"}],"wp:attachment":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/media?parent=1257"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/categories?post=1257"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/tags?post=1257"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}