Edit Dionysius of Helicarnassus, a Greek who lived in Rome during the first century B.C., described learning to read,
"When we first learned to read was is it not necessary at first to know the names of the letters, their shapes, their value in syllables, their differences, then the words and their case, their quantity long or short, their accent, and the rest?
Arrived at this point we began to read and write, slowly at first and syllable by syllable. Some time afterwards, the forms being sufficiently engraved on our memory, we read more cursorily, in the elementary book, then all sorts of books, finally with incredible quickness and without making any mistake. (Wilson, Origins)
Such practices, along with the copying of letters and then of longer passages composed the style of reading education for hundreds of years. Before the invention of the printing press, copying of manuscripts was a valued skill. Writing precision was essential and a mark of the elite.
Roman learning styles such as the study of rhetoric and even the use of Rome's language, Latin, for most writing suggests that reading education would have been continued in the Roman pattern. The focus was on alphabet and its aim was to read accurately and "more cursorily," or fluently.
Reading instruction was common for Jewish boys during the middle ages as they were prepared for religious responsibilities. Phonetic methods were used in surprising isolation, devoid of meaning seeking. Students memorized the Hebrew alphabet's names and sounds, practised combining the consonant sounds, added vowel diacritics, memorized passages of literature and then applied phonetic knowledge. (Olsowy-Schanger, 60-68)
It is interesting to see the contribution of fluency through the application of known letter sounds to memorized text. This begins to resemble a whole language approach, but considering that the text and letters were Hebrew (a language they were only beginning to learn) any comprehension claim must be denied.
It seems that initially Hebrew passages were studied by rote, without
any comprehension. It is likely that there was a time span in the learning
process during which the child was able to read with some fluency, without
understanding a word of what he was reading. (68)
It might be assumed that some whole word recognition might be allowed for students who found that method easier, but this idea was denounced as being actually sacrilegious.
You mentioned in your letter that there is a teacher here who instructs
children without the alphabet and the vowels. Such a thing is forbidden,
because the basis of all knowledge is the alphabet and the vowels. It is
God who commanded us to carefully follow the alphabet, so the pupils
should rely upon it because it is the foundation of everything. Teaching
a child to read without the alphabet and vowels is useless.
Itzak ben Shemuel Sepharadi, Judge in Fustat ,12th cent. (63)
Although holistic methods and comprehension seem neglected in Medieval reading instruction, it must be acknowledged that meaning was still an important end goal. During the middle ages, clerics developed the practice of illustrating main ideas in the initial letters of passages. Also, books were constructed displaying large margins with the expectation that its reader would want a place to note commentary. (Sadoski, 20) The focus was alphabet, fluent oral reading of Latin, and then comprehension.
Briggs, Charles F. Historiographical essay Literacy, reading, and writing in the medieval West, Journal of Medieval History, Vol. 26, No. 4, pp. 397–420 2000
2000 Published by Elsevier Science Ltd. Printed in Great Britain.web http://www.heuristiek.ugent.be/sites/default/files/historiographical%20essay.pdf
Wilson, RobertMcCole. Teaching Reading - a History.Web. 1997-2003
http://www.zona-pellucida.com/wilson10.html#r4
Olsowy-Schanger, Judith. Learning To Read and Write in Medieval Egypt: Children's Exercise Books from the Cairo Geniza, Journal of Semitic Studies XLVIII1. Spring 2003, University of Manchester . web.
http://his.library.nenu.edu.cn/upload/soft/haopdf/65/LEARNINGTOREAD.pdf
Sadoski, Mark., Paivio, Allen., Imagery and Text: A Dual Coding Theory of Reading and Writing.Web. Laurence Erlbaum, 2003. New Jersey
http://books.google.ca/books?hl=en&lr=&id=7ldvAPEW0IUC&oi=fnd&pg=PR3&dq=teaching+reading+methods+medieval&ots=PEG5S39486&sig=UR0MDgCUtNlVq5wvDFbsLxXGiVA#v=onepage&q=teaching%20reading%20methods%20medieval&f=false
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"When we first learned to read was is it not necessary at first to know the names of the letters, their shapes, their value in syllables, their differences, then the words and their case, their quantity long or short, their accent, and the rest?
Arrived at this point we began to read and write, slowly at first and syllable by syllable. Some time afterwards, the forms being sufficiently engraved on our memory, we read more cursorily, in the elementary book, then all sorts of books, finally with incredible quickness and without making any mistake. (Wilson, Origins)
Such practices, along with the copying of letters and then of longer passages composed the style of reading education for hundreds of years. Before the invention of the printing press, copying of manuscripts was a valued skill. Writing precision was essential and a mark of the elite.
Roman learning styles such as the study of rhetoric and even the use of Rome's language, Latin, for most writing suggests that reading education would have been continued in the Roman pattern. The focus was on alphabet and its aim was to read accurately and "more cursorily," or fluently.
Reading instruction was common for Jewish boys during the middle ages as they were prepared for religious responsibilities. Phonetic methods were used in surprising isolation, devoid of meaning seeking. Students memorized the Hebrew alphabet's names and sounds, practised combining the consonant sounds, added vowel diacritics, memorized passages of literature and then applied phonetic knowledge. (Olsowy-Schanger, 60-68)
It is interesting to see the contribution of fluency through the application of known letter sounds to memorized text. This begins to resemble a whole language approach, but considering that the text and letters were Hebrew (a language they were only beginning to learn) any comprehension claim must be denied.
It seems that initially Hebrew passages were studied by rote, without
any comprehension. It is likely that there was a time span in the learning
process during which the child was able to read with some fluency, without
understanding a word of what he was reading. (68)
It might be assumed that some whole word recognition might be allowed for students who found that method easier, but this idea was denounced as being actually sacrilegious.
You mentioned in your letter that there is a teacher here who instructs
children without the alphabet and the vowels. Such a thing is forbidden,
because the basis of all knowledge is the alphabet and the vowels. It is
God who commanded us to carefully follow the alphabet, so the pupils
should rely upon it because it is the foundation of everything. Teaching
a child to read without the alphabet and vowels is useless.
Itzak ben Shemuel Sepharadi, Judge in Fustat ,12th cent. (63)
Although holistic methods and comprehension seem neglected in Medieval reading instruction, it must be acknowledged that meaning was still an important end goal. During the middle ages, clerics developed the practice of illustrating main ideas in the initial letters of passages. Also, books were constructed displaying large margins with the expectation that its reader would want a place to note commentary. (Sadoski, 20) The focus was alphabet, fluent oral reading of Latin, and then comprehension.
Briggs, Charles F. Historiographical essay Literacy, reading, and writing in the medieval West, Journal of Medieval History, Vol. 26, No. 4, pp. 397–420 2000
2000 Published by Elsevier Science Ltd. Printed in Great Britain.web http://www.heuristiek.ugent.be/sites/default/files/historiographical%20essay.pdf
Wilson, RobertMcCole. Teaching Reading - a History.Web. 1997-2003
http://www.zona-pellucida.com/wilson10.html#r4
Olsowy-Schanger, Judith. Learning To Read and Write in Medieval Egypt: Children's Exercise Books from the Cairo Geniza, Journal of Semitic Studies XLVIII1. Spring 2003, University of Manchester . web.
http://his.library.nenu.edu.cn/upload/soft/haopdf/65/LEARNINGTOREAD.pdf
Sadoski, Mark., Paivio, Allen., Imagery and Text: A Dual Coding Theory of Reading and Writing.Web. Laurence Erlbaum, 2003. New Jersey
http://books.google.ca/books?hl=en&lr=&id=7ldvAPEW0IUC&oi=fnd&pg=PR3&dq=teaching+reading+methods+medieval&ots=PEG5S39486&sig=UR0MDgCUtNlVq5wvDFbsLxXGiVA#v=onepage&q=teaching%20reading%20methods%20medieval&f=false
- Reading Strategies>
- Literal Responses>
- Inferential/Interpretive Responses>
- inferring>
- infer words meaning>
- using text features to gain information>
- questioning (time-space, cause-effect)>
- draws conclusions/makes comparisons>
- KSO, Draw Conclusions/Make Comparisons
- General Curriculum Outcome
- SCO, Draws Conclusions/Makes Comparisons
- Program Design, Draws Conclusions/ Makes Comparisons
- Teaching Suggestions, Draws Conclusion/ Makes Comparisons
- Assessment Suggestions, Draws Conclusions/Makes Comparisons
- Standards AA/SA, Draws Conclusions/Makes Comparison
- Video Conclusions/Comparisons
- Critical/Evaluative/Personal Responses>
- personal connections>
- preferences/opinions>
- identifying text forms and general purpose>
- author's style/technique>
- fact vs. opinion/ point of view>
- Essential learning
- KSO, Fact vs. Opinion/Point of View
- General Curriculum Outcome
- SCO, Fact vs. Opinion/ Point of View
- Program Design, Fact vs. Opinion/ Point of View
- Teaching Suggestions, Fact vs. Opinion/ Point of View
- Assessment Suggestions, Fact vs. Opinion/Point of View
- Standards AA/SA, Fact vs. Opinion/Point of View
- Video Fact vs. Opinion/ Point of View
- purposeful book selection>
- Essential Learnings
- Key Stage Outcomes, Purposeful Book Selection
- General Curriculum Outcome
- SCO, Puposeful Book Selection
- Program Design, Purposeful Book Selection/ Wide Reading
- Teaching Suggestions, Purposeful Book Selection
- Standards AA/SA, Book Selection
- Assessment Suggestions, Purposeful Book Selection
- Video Book Selection
- facebook.com/example
- twitter.com/example
- linkedin.com/in/example
- [email protected]
- flickr.com/photos/example
- pinterest.com/example
- plus.google.com/example
- example.com/feed.rss
- vimeo.com/example
- yahoo.com/example
- youtube.com/user/example
- Add more
- Flickr
- Google+
- RSS
- Vimeo
- Yahoo!
- YouTube
Dionysius of Helicarnassus, a Greek who lived in Rome during the first century B.C., described learning to read,
"When we first learned to read was is it not necessary at first to know the names of the letters, their shapes, their value in syllables, their differences, then the words and their case, their quantity long or short, their accent, and the rest?
Arrived at this point we began to read and write, slowly at first and syllable by syllable. Some time afterwards, the forms being sufficiently engraved on our memory, we read more cursorily, in the elementary book, then all sorts of books, finally with incredible quickness and without making any mistake. (Wilson, Origins)
Such practices, along with the copying of letters and then of longer passages composed the style of reading education for hundreds of years. Before the invention of the printing press, copying of manuscripts was a valued skill. Writing precision was essential and a mark of the elite.
Roman learning styles such as the study of rhetoric and even the use of Rome's language, Latin, for most writing suggests that reading education would have been continued in the Roman pattern. The focus was on alphabet and its aim was to read accurately and "more cursorily," or fluently.
Reading instruction was common for Jewish boys during the middle ages as they were prepared for religious responsibilities. Phonetic methods were used in surprising isolation, devoid of meaning seeking. Students memorized the Hebrew alphabet's names and sounds, practised combining the consonant sounds, added vowel diacritics, memorized passages of literature and then applied phonetic knowledge. (Olsowy-Schanger, 60-68)
It is interesting to see the contribution of fluency through the application of known letter sounds to memorized text. This begins to resemble a whole language approach, but considering that the text and letters were Hebrew (a language they were only beginning to learn) any comprehension claim must be denied.
It seems that initially Hebrew passages were studied by rote, without
any comprehension. It is likely that there was a time span in the learning
process during which the child was able to read with some fluency, without
understanding a word of what he was reading. (68)
It might be assumed that some whole word recognition might be allowed for students who found that method easier, but this idea was denounced as being actually sacrilegious.
You mentioned in your letter that there is a teacher here who instructs
children without the alphabet and the vowels. Such a thing is forbidden,
because the basis of all knowledge is the alphabet and the vowels. It is
God who commanded us to carefully follow the alphabet, so the pupils
should rely upon it because it is the foundation of everything. Teaching
a child to read without the alphabet and vowels is useless.
Itzak ben Shemuel Sepharadi, Judge in Fustat ,12th cent. (63)
Although holistic methods and comprehension seem neglected in Medieval reading instruction, it must be acknowledged that meaning was still an important end goal. During the middle ages, clerics developed the practice of illustrating main ideas in the initial letters of passages. Also, books were constructed displaying large margins with the expectation that its reader would want a place to note commentary. (Sadoski, 20) The focus was alphabet, fluent oral reading of Latin, and then comprehension.
Briggs, Charles F. Historiographical essay Literacy, reading, and writing in the medieval West, Journal of Medieval History, Vol. 26, No. 4, pp. 397–420 2000
2000 Published by Elsevier Science Ltd. Printed in Great Britain.web http://www.heuristiek.ugent.be/sites/default/files/historiographical%20essay.pdf
Wilson, RobertMcCole. Teaching Reading - a History.Web. 1997-2003
http://www.zona-pellucida.com/wilson10.html#r4
Olsowy-Schanger, Judith. Learning To Read and Write in Medieval Egypt: Children's Exercise Books from the Cairo Geniza, Journal of Semitic Studies XLVIII1. Spring 2003, University of Manchester . web.
http://his.library.nenu.edu.cn/upload/soft/haopdf/65/LEARNINGTOREAD.pdf
Sadoski, Mark., Paivio, Allen., Imagery and Text: A Dual Coding Theory of Reading and Writing.Web. Laurence Erlbaum, 2003. New Jersey
http://books.google.ca/books?hl=en&lr=&id=7ldvAPEW0IUC&oi=fnd&pg=PR3&dq=teaching+reading+methods+medieval&ots=PEG5S39486&sig=UR0MDgCUtNlVq5wvDFbsLxXGiVA#v=onepage&q=teaching%20reading%20methods%20medieval&f=false
"When we first learned to read was is it not necessary at first to know the names of the letters, their shapes, their value in syllables, their differences, then the words and their case, their quantity long or short, their accent, and the rest?
Arrived at this point we began to read and write, slowly at first and syllable by syllable. Some time afterwards, the forms being sufficiently engraved on our memory, we read more cursorily, in the elementary book, then all sorts of books, finally with incredible quickness and without making any mistake. (Wilson, Origins)
Such practices, along with the copying of letters and then of longer passages composed the style of reading education for hundreds of years. Before the invention of the printing press, copying of manuscripts was a valued skill. Writing precision was essential and a mark of the elite.
Roman learning styles such as the study of rhetoric and even the use of Rome's language, Latin, for most writing suggests that reading education would have been continued in the Roman pattern. The focus was on alphabet and its aim was to read accurately and "more cursorily," or fluently.
Reading instruction was common for Jewish boys during the middle ages as they were prepared for religious responsibilities. Phonetic methods were used in surprising isolation, devoid of meaning seeking. Students memorized the Hebrew alphabet's names and sounds, practised combining the consonant sounds, added vowel diacritics, memorized passages of literature and then applied phonetic knowledge. (Olsowy-Schanger, 60-68)
It is interesting to see the contribution of fluency through the application of known letter sounds to memorized text. This begins to resemble a whole language approach, but considering that the text and letters were Hebrew (a language they were only beginning to learn) any comprehension claim must be denied.
It seems that initially Hebrew passages were studied by rote, without
any comprehension. It is likely that there was a time span in the learning
process during which the child was able to read with some fluency, without
understanding a word of what he was reading. (68)
It might be assumed that some whole word recognition might be allowed for students who found that method easier, but this idea was denounced as being actually sacrilegious.
You mentioned in your letter that there is a teacher here who instructs
children without the alphabet and the vowels. Such a thing is forbidden,
because the basis of all knowledge is the alphabet and the vowels. It is
God who commanded us to carefully follow the alphabet, so the pupils
should rely upon it because it is the foundation of everything. Teaching
a child to read without the alphabet and vowels is useless.
Itzak ben Shemuel Sepharadi, Judge in Fustat ,12th cent. (63)
Although holistic methods and comprehension seem neglected in Medieval reading instruction, it must be acknowledged that meaning was still an important end goal. During the middle ages, clerics developed the practice of illustrating main ideas in the initial letters of passages. Also, books were constructed displaying large margins with the expectation that its reader would want a place to note commentary. (Sadoski, 20) The focus was alphabet, fluent oral reading of Latin, and then comprehension.
Briggs, Charles F. Historiographical essay Literacy, reading, and writing in the medieval West, Journal of Medieval History, Vol. 26, No. 4, pp. 397–420 2000
2000 Published by Elsevier Science Ltd. Printed in Great Britain.web http://www.heuristiek.ugent.be/sites/default/files/historiographical%20essay.pdf
Wilson, RobertMcCole. Teaching Reading - a History.Web. 1997-2003
http://www.zona-pellucida.com/wilson10.html#r4
Olsowy-Schanger, Judith. Learning To Read and Write in Medieval Egypt: Children's Exercise Books from the Cairo Geniza, Journal of Semitic Studies XLVIII1. Spring 2003, University of Manchester . web.
http://his.library.nenu.edu.cn/upload/soft/haopdf/65/LEARNINGTOREAD.pdf
Sadoski, Mark., Paivio, Allen., Imagery and Text: A Dual Coding Theory of Reading and Writing.Web. Laurence Erlbaum, 2003. New Jersey
http://books.google.ca/books?hl=en&lr=&id=7ldvAPEW0IUC&oi=fnd&pg=PR3&dq=teaching+reading+methods+medieval&ots=PEG5S39486&sig=UR0MDgCUtNlVq5wvDFbsLxXGiVA#v=onepage&q=teaching%20reading%20methods%20medieval&f=false