Английская Википедия:Frank Smith (psycholinguist)

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Frank Smith (1928–2020) was a Canadian psycholinguist[1][2] recognized for his contributions in linguistics and cognitive psychology.[3] He was an essential contributor to research on the nature of the reading process together with researchers such as George Armitage Miller, Kenneth S. Goodman, Paul A. Kolers, Jane W. Torrey, Jane Mackworth, Richard Venezky, Robert Calfee, and Julian Hochberg.[4] Smith and Goodman are founders of whole language approach for reading instruction.[5] He was the author of numerous books.

Life, career and education

Frank Smith was born in England in 1928 and lived on Vancouver Island, British Columbia, Canada. He started out as reporter and editor for several media publications in Europe and Australia before commencing undergraduate studies at the University of Western Australia. He received a PhD in Psycholinguistics from Harvard University in 1967.[6][7]

Smith held positions as professor at the Ontario Institute for Studies in Education for twelve years, professor of language in education at the University of Victoria, British Columbia as well as professor and department head of applied English language studies at the University of the Witwatersrand, South Africa.[2] Before taking the position at the Ontario Institute, Smith briefly worked at the Southwest Regional Laboratory in Los Alamitos, California.[8]

He died on 29 December 2020, in Victoria, B.C.[9]

Research and work

Smith's research made important contributions to the development of reading theory.[10] His book Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read is regarded as a fundamental text in the development of the now discredited[11][12][13][14][15][16][17] whole language movement.[18] Amongst others, Smith's research and writings in psycholinguistics inspired cognitive psychologists Keith Stanovich and Richard West's research into the role of context in reading.[19]

Smith's work, in particular Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read, is a synthesis of psycholinguistic and cognitive psychology research applied to reading.[20] Working from diverse perspectives, Frank Smith and Kenneth S. Goodman developed the theory of a unified single reading process that comprises an interaction between reader, text and language.[21] On the whole, Smith's writing challenges conventional teaching and diverts from popular assumptions about reading.[22]

Apart from his research in language, his research interests included the psychological, social and cultural consequences of human technology.[23]

Ideas

Smith advocated the concept that "children learn to read by reading".[24] In 1975 he participated in a television documentary filmed by Stephen Rose for the BBC Horizon TV series while based at the Toronto Institute for Studies in Education. The programme focused on his work with a single Шаблон:Frac-year-old child called Matthew.[24]

He was against the 1970s idea that children should first learn the letters and letter combinations that convey the English language's forty-four sounds (Clymer's 45 phonic generalizations[25]) and then they can read whole words by decoding them from their component phonemes. This "sounding out" words is a phonics, rather than a whole language, technique which is rooted in intellectual independence. The whole-language theory explained reading as a "language experience," where the reader interacts with the text/content and this in turn facilitates the link – "knowledge" – between the text and meaning. The emphasis is on the process or comprehension of the text.[26]

Books

Co-authored books

Essays

Articles

Co-authored articles

References

Шаблон:Reflist

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  1. ↑ Cooper, CR and Petrosky, AR. "A Psycholinguistic View of the Fluent Reading Process". Journal of Reading, 20(3):185
  2. ↑ 2,0 2,1 Stager, Gary S. "Meet Frank Smith". Retrieved 27 November 2010
  3. ↑ Walker, L. "Networks and Paradigms in English Language Arts in Canadian Faculties of Education". Canadian Journal of Education, 15(2):128
  4. ↑ Cooper, CR and Petrosky, AR. "A Psycholinguistic View of the Fluent Reading Process". Journal of Reading, 20(3):186
  5. ↑ Groff, Patrick. "Research versus the Psycholinguistic Approach to Beginning Reading". The Elementary School Journal, 81(1):53
  6. ↑ Smith, F. et al. "The Effect of Type Size and Case Alternation of Word Identification". Journal of Psychology, 82(2):248
  7. ↑ Smith, F. "Ourselves: Why We Are Who We Are". 2006, p. xiii
  8. ↑ Nystrand, M and Duffy, John. "Towards a Rhetoric of Everyday Life: New Directions on Research in Writing, Text, and Discourse". 2003. p.142
  9. ↑ Frank Smith Obituary https://www.legacy.com/amp/obituaries/timescolonist/197463181
  10. ↑ Pettegrew, Barbara. "Untitled Review". The English Journal, 70(7):88
  11. ↑ Шаблон:Cite journal
  12. ↑ Шаблон:Cite book
  13. ↑ Шаблон:Cite journal
  14. ↑ Шаблон:Cite journal
  15. ↑ Шаблон:Cite web
  16. ↑ Шаблон:Cite web
  17. ↑ Шаблон:Cite web
  18. ↑ Groff, P. "Guided Reading, Whole Language Style". [1] Шаблон:Webarchive. Retrieved 28 November 2010
  19. ↑ Stanovich, KE. "Progress in Understanding Reading: Scientific Foundations and New Frontiers". 2000. p. 5;45
  20. ↑ Nystrand, M and Duffy, John. "Towards a Rhetoric of Everyday Life: New Directions on Research in Writing, Text, and Discourse". 2003. p.123-124
  21. ↑ Goodman, Yetta M. "Roots of the Whole-Language Movement". The Elementary School Journal, (90):2117
  22. ↑ Reinking, David. "Untitled Review". Journal of Reading, 35(2):174
  23. ↑ Smith, F. "Ourselves: Why We Are Who We Are". 2006, p. xiv
  24. ↑ 24,0 24,1 Шаблон:Cite journal
  25. ↑ Шаблон:Cite web
  26. ↑ Шаблон:Cite book
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