Education

The influence of linguistic research on the development of materials, procedures, and approaches to reading instruction is discussed. The words "reading " and "linguistics " are defined. The difference between the terms "linguistics " and "phonics" is clarified ty showing that the goal of instruction--to break the code--is the same but the methods used are not. Criticisms are made of work typical of many phorics programs which do not use linguistically-based teaching-learning procedures. Teachers are encouraged to be keenly aware of their own iperatioral definitions of reading and how instrwItional materials relate to their definition. Other aspects of linguistic influence mentioned are (1) the use of more natural language styles, (2) the use of illustrations to supnort the text, (3) relating oral language to print, and (u) the use of more involved sentence outterns to match the child's acquired language. References are included. (DR) Presentation for Language Arts end Reading Conferenc