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6 Cards in this Set
- Front
- Back
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Teaching reading |
Books read for pleasure and words learned by sight Phonics: Synthetic: building words from letters Analytic: breaking words down into constituent phonemes Teaches child to decode word |
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Features of graded readers |
Repetition of key words, words with similar spellings Words with similar spelling patterns Concrete nouns Repeated sentence constructions Simple sentences Simple verb phrases Active verbs Few adjectives Pictures provide context |
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Frith - model of reading acquisition |
Logographic: child processes words in same way as any other visual object; limited no of words identified (eg own name) - not aware letters represent specific sounds Alphabetic: child recognises letters are different from other objects or symbols and concept of letter/sound relationship develops; child acquires knowledge of phonemes, letter/grapheme correspondences; decode unfamiliar words Orthographic: do not need to sound words out but can recognise large no of words automatically; repeated exposure to same words enables child to store these words in own orthographic lexicon Dyslexia - stuck in alphabetic stage |
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1960s - Frank Smith |
Learn to read by reading - shouldnt be broken down |
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Use of cue systems to make sense of texts |
Semantic: predict events/phrases/words Syntactic: knowledge of patterns to predict Grapho-phonic: r/ships between sounds and symbols to read |
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1980s |
Emphasis on home-school links, knowledge of lit before schooling -> listening to stories Adult reads, child asks questions and makes comments -> through this talk children come to know more about what is involved in being a reader |
