英语翻译Teaching children to read well from the start is the mos

英语翻译
Teaching children to read well from the start is the most important task of elementary schools.But relying on educators to approach this task correctly can be a great mistake.Many schools continue to employ instructional methods that have been proven ineffective.The staying power of the “look-say” or “whole-word” method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.　　The whole-word approach to reading stresses the meaning of words over the meaning of letters,thinking over decoding,developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words.It fits in with the self-directed,“learning how to learn” activities recommended by advocates (倡导者)of “open” classrooms and with the concept that children have to be developmentally ready to begin reading.Before 1963,no major publisher put out anything but these “Run-Spot-Run” readers.　　However,in 1955,Rudolf Flesch touched off what has been called “the great debate” in beginning reading.In his best-seller Why Johnny Can’t Read,Flesch indicted(控诉)the nation’s public schools for miseducating students by using the look?say method.He said—and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed — that another approach to beginning reading,founded on phonics(语音学),is far superior.　　Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words.Rather than building up a relatively limited vocabulary of memorized words,it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned.Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.

教孩子从一开始就阅读的很好是小学最重要的任务.但是依赖教育者正确处理这个任务可能是一个巨大的错误.很多学校还在继续使用那些已被证明是无效的教学方法,.用持久的“看或说“全字教学法”的教学方法开始阅读也许是未能有效地指导学习的最臭名昭著的例子.全字教学法的方法来解读强调单词的意思在字母的含义,考虑解码,发展中看到熟悉的单词词汇能力的发展开启的发音不熟悉的词.这也正好与自主,“学习如何学习”活动的倡导者(倡导者)推荐的“打开的”教室和概念,孩子们必须成熟到可以开始阅读.1963年以前,没有大型出版商摈弃了所有这些“Run-Spot-Run”的读者.然而,在1955年,鲁道夫·Flesch引发了被称为“大辩论”,在开始阅读.在他的畅销书《为什么强尼不能阅读,Flesch起诉(控诉)国家的公立学校学生miseducating通过使用看起来表示方法.他说,更多的学术研究和Rovert吉恩•戴克斯特后来证实类——另一个方法来开始阅读,建立在发音(语音学),远远超越了.系统的语音首任教师使孩子副字母和字母组合与声音,然后教他们如何融合在一起,是这些声音的词.而不是建立一个相对有限的词汇记忆单词,它赋予一个代码由的发音,绝大多数的最常见的字眼是可以学会的.看字读音不贬值的重要性思考单词和句子的意义;它只是认识到解码是合乎逻辑的和必要的第一步