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19 Cards in this Set
- Front
- Back
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Word Recognition
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Ability to recognise words in and out of context Ability to apply phonic rules, blending phonemes to decode High quality phonics work |
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Comprehension
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When word formation, sentences and discourse are interpreted. Same processes underlie comprehension of both oral and written language which continue to develop throughout life. |
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S.B.Heath
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Home Learning Theory - 'Cultural Relativity' W/C - oral literacy traditions in gatherings M/C - shared books alongside writing. More private experience Formal literacy school experience is more relatable for M/C communities Literacy is shaped by community and the home and schools should recognise these literacy experiences instead of imposing their own. |
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How are children taught to read?
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'Look and say' or whole word approach - children learn shape of words instead of breaking them down - repetition key process.
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Analytic Phonics
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Break down whole words into phonemes and graphemes Decode words by separating them into smaller units Use rhyme or analogy to learn other words Recognise one letter sound at a time - see pictures and shown words beginning with same letter sound. |
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Synthetic Phonics
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Remember up to 44 phonemes and related graphemes. Recognise each grapheme, sound out each phoneme in word, blending sounds together to pronounce word. Memorise phonemes quickly often through a multi-sensory approach See the symbol, listen to the sound, use an action. |
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Graphophonic Cueing
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Looking at shapes of words, linking these to familiar graphemes/words to interpret them.
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Semantic Cueing
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Making interpretations based on meanings of words.
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Visual Cueing
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Using pictures to interpret the unfamiliar.
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Syntactic Cueing
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Judging whether the word seems to fit within the sentence
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Contextual Cueing
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Using clues from the narrative or the situation of the text.
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Mis-Cueing
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Making errors to overcome the unfamiliar - missing words out or guessing.
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Chall's Reading Stages
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0. Pre-reading - birth to 6 1. Initial reading - 6 - 7 2. Confirmation, fluency, ungluing from print - 7 - 8.6 3. Reading for learning the new - 9 - 14 4. Multiple viewpoints - 14 - 18 5. Construction and Reconstruction - 18+ |
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Chall's Stage 0 |
Pre - reading - Birth to 6 Children pretend to read - turn pages of books and repeat what read previously. Rely on images and guess the text Realise words are made up of sounds and recognise rhyme and alliteration. |
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Chall's Stage 1
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Initial reading, decoding stage - 6 - 7 Children are able to read simple texts. Rely heavily on text and focus on images. Realise letter combinations represent sounds and become aware of vowels/vowel sounds. |
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Chall's Stage 2
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Confirmation, fluency, ungluing from print - 7 - 8.6 A child can automatically decode words with high levels of comprehension Have the ability to become more fluent Control pace and comfortable with reading situations |
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Chall's Stage 3
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Reading for learning the new - 9 -14 Children read to acquire new knowledge Able to bring previous knowledge to reading Need direct reconstruction and learn to read narrative text |
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Chall's Stage 4
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Multiple Viewpoints - 14 - 18 Children begin reading and dealing with multiple viewpoints. React critically to different view points Able to deal with layers of facts and able to edit them Have the ability to deal with complex texts |
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Chall's Stage 5
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Construction and Reconstruction - 18+ Able to read in detail Aware of relevant and irrelevant information Can form own ideas and opinions Show more interest so more info is remembered Have ability to criticise and question texts |
