In this short course you will explore the possibility that children might acquire written language in a way that is similar to how they acquire spoken language—without instruction. You will encounter various aspects of behavioral science and technology that are relevant to this proposition. You will have the opportunity to learn the the perceptual, cognitive, and neurological capacities of children during their first years of life. You will advance your understanding of children and how they learn language. You will also be more attuned to current advances in the technology of human machine interactions, and what these phenomena imply for learning to read at an early age.
Potential Impacts of Technology Assisted Reading Acquisition
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來自 University of California, Santa Cruz 的課程
Children Acquiring Literacy Naturally
21 個評分
從本節課中
Week 3 Reading, Early Reading, and Technological Innovations
The nature of reading, reading myths, current approaches to teaching reading, demographics of literacy and illiteracy, and technological innovations.
與講師見面
Dr. Dominic William MassaroResearch Professor
Psychology
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The proposal of technology assisted reading acquisition has not yet
been systematically tested for the following reasons.
The scientific community is only beginning to accept that it's worth testing.
Confirmation bias of the many established reading researchers and
educators precludes a serious consideration of the proposal.
Society more generally is initially resistant to a disruptive idea.
And most importantly the technology is only now maturing
to a sufficient degree to make an implementation and test possible.
The broader impacts are far reaching.
The inability to read, illiteracy, is prevalent around the world,
and discouragingly present even in much of civilized society.
The cost of illiteracy as well as a huge cost of formal literacy instruction
is one of the major social and financial burdens on society.
If naturally acquired reading skill is possible and can be implemented
successfully, it would have a vast impact on society because there would be
no need for the many resources currently devoted to reading instruction.
This new perspective would also help redirect financial resources
where they will have the most impact.
Although 90% of public education spending is on children between the ages of six and
19, 90% of brain growth occurs before age six,
putatively corresponding to the stage most optimal for learning.
Economist and Nobel Prize laureate James Heckman calculated the rate of
return of public investment in disadvantaged children.
Rate of return of public investment corresponds to the fiscal benefit
to society resulting from that investment.
As we seen in the chart, the most return is for preschool children and
the return falls off dramatically with increasing age.
As we just saw currently very little public investment
is directed towards preschoolers.
Taken together,
the results point to a misguidance strategy of investing in a better future.
Early reading as a part of public investment might even produce
even greater returns.
Nurturing children for literacy before age six has the potential for
improving the quality of children's lives,
especially for
those children who currently reside on the wrong side of the digital divide.
As just one example we have seen that the vocabulary in picture books
is much richer than it is in spoken language.
Early reading gives the child an enhanced opportunity to read to learn.
One of the most sobering findings is that reading skill
at age seven predicts the socioeconomic status of both males and females at age 42.
What is particularly disturbing is the large size of the effect.
The social economic status of the poorer readers
differs from the best readers while complete standard deviation.
This is a huge effect considering that two standard deviations
make up about 95% of the population.
Thus your reading level could move you about half way along
the social economic status ladder.
This effect was double that found from the math scores at the same age.
Although most children would necessarily learn reading and
speech at the same time, one of the essential characteristics of the current
proposal is that reading can be acquired independently of spoken language.
This possibility could be tested when congenially deaf children
grow up in a signing community.
Although not a direct test, research we discussed reveals that,
early phonological skill is not a strong predictor of later reading ability.
Although direct tests are difficult to create, evidence is accumulating for
the possibility of learning to read without speech as a necessary component.
Most children are first instructed in
learning to read when they begin formal schooling.
In the last decades however,
there have been advocates of teaching reading well before schooling begins.
The video demonstrations posted on the Web have many examples of preschool
children being taught to read and succeeding and recognizing,
remembering, sounding out individual words and phrases, and so on.
Scrutiny of these demonstration reveals that the reading behavior
of these young children matches that of older children in school.
For example, slow deliberate word by word reading also occurs
early in the trajectory of school children when learning to read.
What is important to note, however, is that even these interventions and
proposals of early reading assumed that speech occurs naturally, and
reading must be tough using traditional method.
In contrast, the written language immersion advocated here
does not require direct instruction or teaching written language via speech.
Language is critical for learning to read and I'm not proposing that simply having
written language in the child's world preempts the value of language proficiency.
In a meta-analysis of deaf readers, it was found that language ability
predicted 35% of the variance in reading proficiency.
Very early language development appears to be especially critical.
For hearing readers, language competence measured at ages three and
four predict later reading skill.
Thus written language is not meant to replace more general language competence
but the belief is that written language can actually enlarge these competences.
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