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Linguistic Approach To Reading

The Bloomfield approach to reading instruction begins by teaching children the letters of the alphabet before reading. Children first learn capital letters, then lower case letters. Bloomfield criticizes phonic methods for confusing writing with speech and not properly teaching speech sounds. His approach demonstrates words to children letter-by-letter, starting with initial consonant variations of a base word like "cat" to build reading skills through repetition until words can be read individually or in sentences.

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Nella Diane Ismael Biaban
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4K views5 pages

Linguistic Approach To Reading

The Bloomfield approach to reading instruction begins by teaching children the letters of the alphabet before reading. Children first learn capital letters, then lower case letters. Bloomfield criticizes phonic methods for confusing writing with speech and not properly teaching speech sounds. His approach demonstrates words to children letter-by-letter, starting with initial consonant variations of a base word like "cat" to build reading skills through repetition until words can be read individually or in sentences.

Uploaded by

Nella Diane Ismael Biaban
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Linguistic Approach to Reading

Bloomfield Approach

Bloomfield Approach 1. The child should be acquainted with the letters of the alphabet at the very start, before reading is begun. 2. The child should begin with the capital letters and then go to the lower case letters.

Two grounds where Bloomfield finds fault with the phonic methods: 1. The inventors of phonic methids confuse writing with speech. 2. Phonic methods the speech sounds.

3. Example of the Bloomfield approach:


a). The word cat is shown to the child. b). The child already knows the names of the letters in their order. c). The teacher lets the child read the word cat with her. d). Next, the teacher shows the same vowel and final consonant but with a different initial letter, e.g., fat, mat, hat, etc. e). The child goes through the same procedure. f) . This is followed by practice until the child can say the right word whether singly or together.

bat cat fat hat mat rat sat tat vat pat a bat a cat a hat a mat a rat a vat a fat cat a fat rat sat on the mat A fat cat sat on the mat. A fat cat ran after a fat rat. A fat cat is at bat. A fat rat is at bat.

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