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17 Cards in this Set
- Front
- Back
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Emergent Spelling (Stages) |
Writing efforts of children who are not yet reading and most likely haven't been exposed to formal reading instruction. |
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Characteristics of Emergent Spelling Stage |
Random marks to legitimate letters with relationship to sound. Prephonetic (little relationship between a character and a sound. |
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Movement from Emergent Spelling to Letter Name-Alphabetic Spelling relies on |
children learning the alphabetic principle |
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What is the alphabetic principle? |
Letters represent sounds ina systematic was, and words can be segmented into sequences of sound from left to right. |
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Letter Name-Alphabetic Spelling(Stages) |
The period of time during which students are formally taught to read |
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Characteristics of the LNA Spelling Stage |
Students use the names of the letters as cues to the sounds they want to represent (EX: y makes the /w/ sound) |
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Characteristics of Early LNA Spelling |
-Alphabetic principle is applied primarily to consonants -Often, students spell the first sound and then the last sound of single syllable words -Often lacks spacing between words -semiphonetic (only some of the sounds are represented) |
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Characteristics of Middle to Late LNA Spelling |
-Separated from early in the stage by the consistent use of vowels -Long vowels which say their name appear often, and short vowels are used but confused. -Students learn to segment both sounds in a consonant blend and begin to represent them correctly. -Phonetic |
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Characteristics of Late LNA Spelling |
-Able to consistently represent most regular short vowel sounds, digraphs, and consonant blends, because they have full phonemic awareness -Preconsonantal Nasals are generally omitted (Don't is spelled dot) |
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Within Word Pattern Spelling (Stages) |
Typically begins as students transition to independent reading toward the end of first grade |
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Characteristics of Within Word Pattern Spelling |
-Begins when students can correctly spell most single-syllable short bowel words, as well as consonant blends, digraphs, and preconsonantal nasals. -Students move away from the linear, sound by sound approach of the LNA stage and begin to include patterns or chunks of letter sequences. -Students often hear long vowels, but select incorrect patters to represent those sounds. -Struggle with ambiguous vowels (neither long or short and can represent many different sounds, mouth, cough, tough, through) |
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What is the synchrony of literacy development |
The harmony in timing of development in reading, writing, and spelling. -Individuals may vary in their rate of progress through these stages, but most tend to follow the same order of development. |
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Emergent Readers (Stages) |
-Prereading (reading from memory) -Logographic (recognize logos) -Prealphabetic (lack understanding of the alphabetic principle) -Selective Cue (Selecting nonalphabetic visual cues to remember a word [oo in look, first letter of name]) |
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Beginning Readers (Stages) |
-Partial alphabetic phase (Using context as well as partial consonant cues, cookie instead of cake) - Often use but confuse vowels in words the read and write -Reading is disfluent -Must read aloud to vocalize sounds |
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What do beginning readers benefit from? |
Repeated readings of predictable texts, but also from the reading of text with many phonetically regular words to support the development of decoding strategies.
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When do readers move into the Transitional Reading stage? |
When single letter-sound units are consolidated into patterns or larger chunks and the spellings of most consonant digraphs and blends are internalized. |
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Transitional Readers begin by mastering ____ |
onset and rimes, learning first with the consonants and consonant blends in the context simple word families such as b-at, ch-at, or fl-at. |
