Chris, It sounds like you and I are on the same page as far as what reading is. (pun intended!) I think you are absolutely right with the dog example; kids have seen, felt and heard a dog before the ever read the letters d o g and therefore can understand dog when they read the word. Good example! Jessie
Chris, I like your thinking and agree with you. So, I can understand your example in terms of a student starting reading and gaining understanding (meaning) because of earlier or external influences and contexts. How do we as teachers introduce our students to enough diversity of influences to prepare them for general learning based on the same thinking? Heather
I like how you point out the symbolism that we are introduced to before we learn to read (dog example). I am seeing that with my son right now, he is in Kindergarten. He is using those picture connections with what he has already learned. It is interesting to see how quickly he is learning to read. Mike
Chris,
ReplyDeleteIt sounds like you and I are on the same page as far as what reading is. (pun intended!) I think you are absolutely right with the dog example; kids have seen, felt and heard a dog before the ever read the letters d o g and therefore can understand dog when they read the word. Good example!
Jessie
Chris,
ReplyDeleteI like your thinking and agree with you. So, I can understand your example in terms of a student starting reading and gaining understanding (meaning) because of earlier or external influences and contexts. How do we as teachers introduce our students to enough diversity of influences to prepare them for general learning based on the same thinking?
Heather
Chris,
ReplyDeleteI like how you point out the symbolism that we are introduced to before we learn to read (dog example). I am seeing that with my son right now, he is in Kindergarten. He is using those picture connections with what he has already learned. It is interesting to see how quickly he is learning to read.
Mike