XX年大学英语四级阅读寒假练习试题二.docVIP

XX年大学英语四级阅读寒假练习试题二 xx年大学英语四级阅读寒假练习试题二 放寒假的同时同学们也别忘记复习噢，下面是网为大家的xx年大学英语四级阅读寒假练习，欢迎参考~ 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 remended 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 binations 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 mon words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it s