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Linguistic Approach

The document describes the Bloomfield approach to teaching reading. It involves 1) teaching children the letters of the alphabet before beginning reading, starting with capital then lowercase letters. 2) Using examples like "cat" to show sound-letter correspondence, then changing initial consonants to form new words like "fat" and "mat" while keeping the vowel and final consonant the same. 3) Repeating this process with many words until the child can read words whether individually or in sentences. The goal is to teach reading through associating sounds with letters.

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75 views5 pages

Linguistic Approach

The document describes the Bloomfield approach to teaching reading. It involves 1) teaching children the letters of the alphabet before beginning reading, starting with capital then lowercase letters. 2) Using examples like "cat" to show sound-letter correspondence, then changing initial consonants to form new words like "fat" and "mat" while keeping the vowel and final consonant the same. 3) Repeating this process with many words until the child can read words whether individually or in sentences. The goal is to teach reading through associating sounds with letters.

Uploaded by

bong divina
Copyright
© © All Rights Reserved
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 methods


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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