Reading...
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34 Cards in this Set
- Front
- Back
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Reading aloud to young children is one of the most important things that an adult can do because...
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they are teaching children how to monitor, question, predict, and confirm what they hear in stories
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Reid (1988) described 3 metalinguistic abilities young children acquire through early involvement in reading activities
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1. word consciousness
2. language and conventions of print 3. functions of print |
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1. word consciousness
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children who have access to books can first understand story through the pictures, gradually they begin to understand the connection between the spoken words and the printed words
- the beginning of letter and word discrimination begins in the early years |
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2. language and conventions of print
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during this early stage, children learn how to hold a book, where to begin to read, left-to-right tracking, and how to continue from one line to another
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3. functions of print
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children discover print can be used for a variety of purposes and functions, including entertainment and information
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typical variation in literacy that children bring to reading can make teaching more difficult
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often teacher has to choose between focus on learning needs of a few students at expense of group or focus on group at risk leave some students behind academically
this is particularly critical for diverse learners who have had less experience with reading |
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1.1 key concepts: experiences with print (through reading and writing) help preschool children develop an understanding of the conventions, purpose, and functions of prints
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learn about print from a variety of sources and in process they learn…
- print carries a story - how text is structured visually knowledge of print conventions enables children to understand the physical structure of language conceptual knowledge that printed words convey a message also helps children to bridge the gap between oral and written language |
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1.1 key concepts: phonological awareness and letter recognition contribute to initial reading acquisition by helping children develop efficient word recognition strategies (ex. Detecting pronunciations and storing associations in memory)
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phonological awareness and knowledge of print-speech relation important role in facilitating reading acquisition
- phonological awareness instruction should be an integral component of early reading programs - emergent literacy research, viewpoints diverge whether acquisition of phonological awareness and letter recognition are preconditions of literacy acquisition or whether they develop interdependently with literacy activities such as story reading and writing |
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1.1 key concepts: story reading affects chlidren’s knowledge about, strategies for, and attitudes toward reading
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STORY READING most commonly practiced and supported across emergent literacy literature strategy promote growth in literacy acquisition
- different social and cultural groups have varying degrees of access to story reading (teacher have students w/ hours of story-reading time and others w/ little or no exposure) |
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1.1 balanced literacy- leading theorists say comprehension for this is strategic process
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- reader interacts w/ text, brings prior knowledge and experience
- writing complements reading, is mutually integrative and supportive parallel process - particularly effective in teaching students: divide literacy learning into reading and writing workshops, using same anchor reading/books for both |
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1.1 schemata- generic information stored in the mind
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Ultimate meaning a reader derives from page results from interaction of reader’s own experiences w/ ideas author presents
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1.1: purpose of reading- to convert visual images (letters and words) into a message
People utilize four sources of background information to comprehend meaning behind literal text when reading |
1. word knowledge
2. syntax and contextual information 3. semantic knowledge 4. text organization |
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1. word knowledge: information about words and letters
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- lexical knowledge: knowledge of word meanings (a sort of dictionary)
- orthographic knowledge: knowledge of spelling patterns and pronunciations - poor readers not develop high level automaticity in using orthographic knowledge to identify words and decode unfamiliar words |
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2. syntax and contextual information: children rely on background knowledge to choose word that makes sense when encounter unknown words
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- common errors younger children are substitutions of words in same syntactic class
- poor readers often fail use context clues to help identify words or activate background knowledge that would help them w/ comprehension - poor readers process sentences word by word, instead of by “chunking” phrases and clauses o this tendency results in slow pace focuses on decoding rather than comprehension - poor readers have problems answering wh- questions (who, what, etc.) as result problems with syntax |
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3. semantic knowledge: encompasses reader’s background knowledge of topic, is combined w/ text info. As reader tries comprehend the material
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- new info. Is compared w/ background info. And incorporated into reader’s schema
- poor readers have problems using their background knowledge, especially w/ passages that require inference of cause-and-effect thinking |
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4. text organization: good readers able differentiate types of text structure (ex. Story narrative, exposition, compare-contrast, or time sequence)
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- good readers use knowledge of text to build expectations and construct framework of ideas to build meaning
- poor readers may not be able differentiate types of text, may miss important ideas and details by concentrating on lesser or irrelevant details |
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1.1 research on reading development: behaviors and habits good vs. poor readers
good readers… |
- think about information they will read in text, formulate questions they predict will be answered in text, and confirm those predictions from the information in text
- when faced w/ unfamiliar words, attempt to pronounce them using analogies to familiar words - before reading, they establish purpose for reading, anticipate possible text structure, choose a reading strategy, and make predictions about what will be in the reading - as they read, they test and confirm their predictions, go back when something does not make sense, and make new predictions |
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phonemic awareness
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the acknowledgement of sounds and words, for example, a child's realization that some words rhyme
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phonemes
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the smallest unit of language capable of conveying distinction in meaning
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to be phonemically aware means that the reader and listener can...
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recognize and manipulate specific sounds in spoken words
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phonics
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method of teaching reading and spelling based on a phonetic interpretation of ordinary spelling
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phonological awareness
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the ability of the reader to recognize the sounds of spoken language
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automacity
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automatic reading involves the development of strong orthographic representations, which allows fast and accurate identification of whole words made up of specific letter patterns
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prosody
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concerns versification of text and involves such matters as which syllable of a word is accented
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Key to Phonemic Awareness
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when you teach it to children, it can be taught with the students’ eyes closed (it’s all about sounds, not ascribing written letters to sounds)
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To be phonemically aware
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reader and listener can recognize and manipulate specific sounds in spoken words (majority of phonemic awareness activities are oral)
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Must first have ability to distinguish between individual sounds (phonemes) w/in words FIRST/PREREQUISITE to
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Associating sounds w/ letters and manipulating sounds to blend words(reading)
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Teaching phonemic awareness is crucial to emergent literacy (early childhood K-2 reading instruction)
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Children need a strong background in phonemic awareness for phonics instruction (sound-spelling relationship-printed materials) to be effective
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Phonics Instruction
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must be taught with students’ eyes open (as oppose to closed for phonemic awareness
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Phonics
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connection between the sounds and letters on a page (ex. Learning phonics see word “bad” and sound each letter out slowly until recognize just said the word)
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Phonological Awareness: includes how sounds can be blended together, segmented, and manipulated
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this type of awareness leads to phonics(method of teaching children to read), it helps them to “sound out” words, Acquire phonological awareness when taught sounds made by letters, sounds made by various combinations of letters, and ability to recognize individual sounds in words
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Development of phonological skills may begin by age 5, child exposed to rhyme can typically recognize another rhyme
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child can demonstrate phonological awareness by filling in missing rhyming word in familiar rhyme or rhymed picture book, not uncommon for kids start doing this age 4 and younger
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Phonological awareness skills
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rhyming and syllabification
blending sounds into words, identifying the beginning or starting and ending sounds of words breaking words down into sounds (segmenting), recognizing small words contained in bigger words by removing starting sounds (hear to ear) |
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Phonics also involves spelling of words, effective SPELLING STRATEGIES should emphasize the following PRINCIPLES
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Knowledge of patterns, sounds,
letter/sound association, syllables, Memorizing sight words, Writing those words correctly many times, Writing the words in personal writing |
