파닉스와 영어 읽기 지도의 방향

Abstract

The primary purpose of this paper is to suggest the appropriate and achievable way of learning of English reading for early readers. Learning to read is not something that starts with memorizing the alphabet or phoneme. Traditional phonics, with its focus on individual phoneme, doesn't give children an accessible entry route into reading. Children's experience of reading needs to begin with whole texts, being read for meaning. One way to do this is through shared reading with predictable, engaging stories. This way differs from the traditional part-to-whole approach in that it teaches parts of the words after a story has been read to, with and by the children rather than before the story is read by the children. This method is called whole-to-part reading. Whole-to-part phonics instruction differs from traditional phonics in that it teaches letter-onset and letter-rime correspondences rather than letter-phoneme correspondences. More importantly, this way emphasizes the importance of the invisible factors which affect the reading process such as the children's enjoyment, confidence, schema (background knowledge), familiar context and making analogies. Whole-to-part approach to reading is psycholinguistically appropriate and meets children's needs. It gives us a very useful framework for early reading learning, and the first step to begin with it is to select the age-appropriate predictable story books.