Abstract
Reading depends on the speed of visual recognition and capacity of short-term memory. To understand a sentence, the mind must read it fast enough to capture it within the limits of the short-term memory. This means that children must attain a minimum speed of fairly accurate reading to understand a passage. Learning to read involves “tricking” the brain into perceiving groups of letters as coherent words. This is achieved most efficiently by pairing small units consistently with sounds rather than learning entire words. To link the letters with sounds, explicit and extensive practice is needed; the more complex the spelling of a language, the more practice is necessary. However, schools of low-income students often waste instructional time and lack reading resources, so students cannot get sufficient practice to automatize reading and may remain illiterate for years. Lack of reading fluency in the early grades creates inefficiencies that affect the entire educational system. Neurocognitive research on reading points to benchmarks and monitoring indicators. All students should attain reading speeds of 45–60 words per minute by the end of grade 2 and 120–150 words per minute for grades 6–8.
Résumé
APPRENTISSAGE EFFICACE POUR LES PAUVRES : NOUVEAUX APERÇUS DE L’ACQUISITON DE L’ALPHABÉTISATION POUR LES ENFANTS – Lire dépend de la vitesse d’identification visuelle et de la capacité de la mémoire courte. Pour comprendre une phrase, l’esprit doit la lire assez rapidement pour s’en emparer dans les 12 secondes limites de la mémoire courte. Ceci signifie que les enfants doivent lire au moins 45–60 mots par minute pour comprendre un passage. La compréhension est étroitement liée à la vitesse et à l’exactitude de la lecture. Apprendre à lire implique “de duper” le cerveau pour qu’il perÇoive des groupes de lettres comme étant des mots cohérents. Ceci est réalisé plus efficacement lorsqu’on accouple de manière consistante des petites unités à des sons que lorsqu’on apprend des mots entiers. Pour relier les lettres avec des sons, une pratique explicite et étendue est nécessaire ; plus épeler un langage est complexe, plus la pratique est nécessaire. cependant, les écoles des étudiants à faible revenu perdent souvent du temps et manquent de ressources, de sorte que les étudiants ne peuvent obtenir de pratique suffisante pour automatiser la lecture et demeurent analphabètes des années durant. Le manque de maîtrise des premiers niveaux crée des incapacités qui se répercutent à travers tout le système d’éducation. La recherche neurocognitive sur la lecture souligne les repères et les indicateurs de contrôle. Tous les étudiants devraient atteindre des vitesses de lecture de 45–60 mots par minute vers la fin du niveau 2 et 150 mots par minute vers la fin des niveaux 6–8.
Zusammenfassung
EFFIZIENTES LERNEN FÜR DIE ARMEN: NEUE ERKENNTNISSE IN DER ALPHABETISIERUNG VON KINDERN – Lesen hängt von der Geschwindigkeit des visuellen Erkennens und vom Fassungsvermögen des Kurzzeitgedächtnisses ab. Damit der Verstand einen Satz verstehen kann, muss er ihn schnell genug, nämlich innerhalb der 12-Sekundengrenze des Kurzzeitgedächtnisses erfassen. Das heisst dass Kinder mindestens 45–60 Wörter pro Minute lesen mÜssen, um␣eine Textpassage zu verstehen. Das Begriffsvermögen ist aufs Engste mit der Lesegeschwindigkeit und –genauigkeit verbunden. Beim Lesenlernen “Überlistet” man␣gewissermaßen das Gehirn, Buchstabengruppen als zusammenhängende Worte wahrzunehmen. Dies erreicht man am effektivsten, indem man anstelle des Erlernens ganzer Worte kleine Einheiten gleichbleibend mit bestimmten Lauten verknüpft. Die Verknüpfung von Buchstaben mit Lauten bedarf allerdings regelmäßiger und gründlicher übung; je komplexer die Rechtschreibung einer Sprache, umso intensiver muss geübt werden. Nun besteht aber an Schulen mit einkommensschwachen Schülern häufig ein Mangel an Ressourcen und relativ viel Zeitverschwendung, so dass die Schüler nicht genug übung im automatisierten Lesen bekommen und auf Jahre hinaus Analphabeten bleiben. Mangelhafte Leseflüssigkeit in den ersten Klassen führt zu einer Inkompetenz, die sich durch das gesamte Bildungssystem hindurch fortsetzt. Die neurokognitive Leseforschung weist auf bestimmte Vergleichsmerkmale und Leistungsindikatoren hin. Alle Schüler sollten am Ende der zweiten Klasse eine Lesegeschwindigkeit von 45–60 Wörtern pro Minute erreicht haben und in den Klassen sechs bis acht über 150 Wörter pro Minute verfügen.
Resumen
APRENDIZAJE EFICIENTE PARA ALUMNOS DE ESCASOS RECURSOS: NUEVOS HALLAZGOS SOBRE CÓMO LOS NIÑOS ADQUIEREN LA LECTOESCRITURA. La lectura depende del reconocimiento visual y de la capacidad de la memoria a corto plazo. Para comprender una frase, la mente debe leerla con una velocidad suficiente para captarla dentro del límite de los 12 segundos de la memoria a corto plazo. Esto significa que los niÑos deben leer por lo menos 45 a 60 palabras por minuto para comprender un pasaje. La comprensiÓn se relaciona en forma muy compleja con la velocidad y la precisiÓn de la lectura. Aprender a leer implica “persuadir” a la mente a percibir grupos de letras como palabras coherentes. Esto se logra con mayor eficacia cuando se aparean en forma consistente pequeÑas unidades con sonidos, más que cuando se aprenden palabras enteras. Para relacionar las letras con sonidos se necesita una práctica explícita y extensa, y cuanto más complejo sea el deletreo de un lenguaje, mayor será la práctica necesaria. Sin embargo, las escuelas con alumnos de bajos ingresos muchas veces pierden tiempo y no disponen de suficientes recursos, por lo cual los estudiantes no pueden recibir la práctica que necesitan para automatizar la lectura, y así pueden pasar aÑos sin que superen el analfabetismo. La falta de fluidez en los primeros grados crea ineficiencias que pueden llegar a repercutir en todo el sistema educativo. La investigaciÓn neurocognitiva apunta a parámetros de comparaciÓn e indicadores de monitoreo. Todos los estudiantes deberían alcanzar velocidades de lectura de 45–60 palabras por minuto al finalizar el grado 2 y de 150 palabras por minuto en los grados 6–8.
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Abadzi, H. Efficient Learning for the Poor: New Insights into Literacy Acquisition for Children. Int Rev Educ 54, 581–604 (2008). https://doi.org/10.1007/s11159-008-9102-3
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DOI: https://doi.org/10.1007/s11159-008-9102-3