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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
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
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
1960s - Frank Smith
Learn to read by reading - shouldnt be broken down
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
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
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