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By Frank Smith

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Extra resources for Essays into Literacy

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Normal reading seems to begin, proceed, and end in meaning, and the source of meaningfulness must be the prior knowledge in the reader’s head. Nothing is comprehended if it does not reflect or elaborate on what the reader already knows. It can rightly be objected that inside-out theories are vague. However, not enough is known about the way individual human knowledge is organized to provide a basis for more than cautious speculation. On the other hand, outside-in theories do not get very far in.

Out-side-in programs are founded on the general belief that children must first learn the alphabet and then the “sounds of letters” which can be combined to form words that they will recognize (it is hoped) as part of their spoken language. And that, from the outside-in point of view, just about accounts for learning to read, Typically, children who fail to learn to read by such treatment are given more of it. One reason why outside-in instructional programs are so numerous and widespread in classr6oms (and at reading conventions) is that they are a direct reflection of outside-in theories of reading.

The use of meta-linguistic terms poses yet other problems. Many of the words that children are expected to understand in order to benefit from reading instruction, in fact, make sense only when one is able to read. The word letter is a case in point and so is the word word. The status of a word in spoken language is extremely dubious; words cannot be segregated by any mechanical or electronic device from the continuous flow of normal speech (Cherry, 1966), and linguists prefer not to use the term at all.

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