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5 Cards in this Set
- Front
- Back
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Jeanne Chall (1983) |
Stages of reading development Pre-reading or pseudo-reading - up to 6 - still read to by caregivers but might imitate reading process ie turning pages + pretending to read. Identify same letters. Initial reading + decoding - 6/7 - decode words in order to understand basic texts. Recognise familiar words/letters/sounds. Sound words out. Slower reading can hamper overall meaning of text. Confirmation + Fluency - 7/8 - Reading becomes faster w/ decoding words more readily + w/ some fluency. Reading for learning - 9/13 - Now read in order to learn, assessing a wider range of texts to obtain facts + scanning for relevant details. Multiple viewpoints - 14/18 - recognise meaning can be conveyed in different ways becoming more critical readers recognising bias + inference. Construction + reconstruction - 18+ - Read a range of sources + synthesise to develop own interpretations. Skim + scan efficiently and recognise what is important. |
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Pierre Bourdieu (1986) |
'Cultural capital' defines areas such as intellect + education which are not financially valuable but are linked to social + cultural worth. |
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John Abbott (1999) |
Metaphor 'battery hens or free range chickens' to describe different educational approaches suggesting that the free range chickens (the more independent, creative learners) might be the ones who thrive. |
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Barry Kroll (1981) |
Four phases/stages of development Preparation - up to 6 - basic motor skills are acquired alongside some principles of spelling. Consolidation - 7/8 - writing is similar to spoken language (including a more casual, colloquial register, unfinished sentences and strings of clauses joined by the conjunction 'and') Differentiation - 9/10 - Awareness of writing as separate from speech emerges. A stronger understanding of writing for different audiences and purposes is evident and becomes more automatic. Integration - Mid-teens - personal voice in writing and is characterised by evidence of controlled writing, with appropriate linguistic choices being made consistently. |
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Joan Rothery (1980) |
Categories Observation/comment - writer makes a comment and follows with an evaluative comment or mixes these in with the observation. Recount - usually a chronological sequence. Typically e.g. a recount of a school trip, written subjectively ('I'). Typically follows the orientation-event-reorientation pattern. Setting and ending the scene. Report - factual and objective description of events or things. Tends not to be chronological. Narrative - a story genre where the scene is set for events to occur and be resolves at the end. Has a set pattern: orientation-complication-resolution-coda. |
