Theory and Practice in Learning to Read

Abstract

The aim of this chapter is to examine, with reference to a recently completed study (Pidgeon, 1981), the relationship between certain theoretical aspects of the learning-to-read process and classroom practices. Teachers concerned with the task of teaching beginners are not always cognizant of the theory underlying their activities, and indeed some have such little interest they question that it has any relevance at all. The intention, therefore, is first, to take a brief look at different theoretical views; second, to examine the actual practices found in a sample of reception classes; and, finally, to relate the two, outlining the model prepared for the study mentioned. It should be made clear at the outset that the concern here is with the process and practice of learning to read and not with the actual exercise of reading once the elements of the task have been mastered. Indeed, the study dealt not only with the early stages of reading but also with what are usually described as prereading activities, it being appreciated that the two are very closely linked.