Child Language Development - Reading & writing

Question 1

learning to read

Answer 1

• explicity taught
  realtivley new to the last 5000 years
• high ability to spelling doesnt always correlate to high reading and comprehension

Question 2

Decoding strategies

Answer 2

• using picture cues
• prior knowledge of story structure
• predicting the shape repeating syntac frames (not quite grammar)
• using prgamatic knowledge
• recognising words
• recognsing phonemes and sounding words out
  asking questions about text

Question 3

Graphophonic

Answer 3

looking at the shape of the word

Question 4

visual

Answer 4

looking at the pictures

Question 5

Contextual

Answer 5

searching for understanding of the situation within the story

Question 6

Miscue

Answer 6

making errors when reading - might miss a word or substitute another that looks similar

Question 7

What needs to be in place to learn writing

Answer 7

• familarity with printed texts
• oracy skills
• general cogntive awareness of how language works
• fairly wide lexical range
• fine motor skills
  understanding of directionality (english = left to right)

Question 8

Gross motor skills

Answer 8

movements that involve the large muscle groups of the body, such as the legs, arms, and torso

Question 9

Fine motor skills

Answer 9

the coordination of small muscles in the body, especially in the hands and fingers, used for tasks like writing, buttoning, and picking up small objects

Question 10

Tripod grip

Answer 10

three fingers holding the pen - taught to children to write

Question 11

drectionality

Answer 11

children taught by caregivers to often trace the line of the words on the page

Question 12

cognitive awareness

Answer 12

the conscious understanding of one’s own thinking processes, enabling an individual to reflect on their thoughts, choices, and behaviors to make more intentional decisions

Question 13

emergant writing

Answer 13

equivilant to the writing form of protowords - looks more like scribbling typically ina role play scenario

Question 14

Kroll’s stages of writing (1981) - preparatory (up to 6)

Answer 14

• dveeloping fine motor skills
• dveloping the abilty to hold a pen/ pencil
• starting to grasp basic spelling primcicpal

Question 15

Kroll’s stages of writing (1981) - Consilidation (7/8)

Answer 15

• writing as you speak in short declaratives
• using conjunctives ‘and’ or ‘but’
• sentances often incomplete

Question 16

Kroll’s stages of writing (1981) - Differention (9/10)

Answer 16

• beginning to differntiate between speech and writing
• understanding different syages of writing
• still numorous errors
• writing might refelct thoughts and feelings

Question 17

Kroll’s stages of writing (1981) - Interagation (pre-teens)

Answer 17

-developing a personal style of writing
- Alttering writing to suit audiance and purpose

Question 18

The creative approach

Answer 18

Belief that a child should be allowed to experiment creatively without strict correction

Question 19

Advantages of creative approach

Answer 19

• Allows a child to become more confident and accomplished writers
• child is less likely to be afraid of making mistakes is the focus is not primarily on accuracy

Question 21

The accuracy approach

Answer 21

When a child understands the conventions of writing progress will be more rapid and they will be able to produce a text that is more understandable and appropriate to its audience

Question 22

Jean Rothery’s categories for evaluating children’s writing (1980’s)

Answer 22

Observation
Recount
Report
Narrative

Question 23

Observation

Answer 23

This perhaps the simplest type of writing
Making an observation ‘i saw a tiger’ followed with an evaluative comment ‘it was very large’

Question 24

Recount

Answer 24

Uses chronological sequence of events

Orientation - event - reorientation

Question 25

Report

Answer 25

A factual and objective of the events or things, it tends not to be chronological

Question 26

Narrative

Answer 26

A story genre where the scene is set for events to occur and be resolved at the end Orientation - complication - resolution - coda

Question 27

Writing evaluation

Answer 27

Deconstruction - joint construction - independent construction

Question 28

Deconstruction

Answer 28

Students are introduced to the type of writing and identify generic features

Question 29

Joint construction

Answer 29

Collectively, part of the piece of writing is produced, often through live modelling or shared writing

Question 30

Independent construction

Answer 30

Students are enabled to work independently and produce their own piece of the genre

Question 31

Briton’s 3 approaches to writing

Answer 31

Expressive Poetic Transactional

Question 32

Expressive

Answer 32

- first to develop - first person - enables children to explore their own identity and preferences through writing

Question 33

Poetic

Answer 33

Poetic writing is often encouraged in early writing It allows creativity but also encourages children to think about the craft of their writing

Question 34

Transactional

Answer 34

Is ‘worldly’ The writing separates own identity from their writing, so they have to detach themselves from the content

Question 35

The ‘whole word’ / ‘look and say’ approach

Answer 35

- children learn the shape of the word - recognise whole words or sentences

Question 36

The phonics approach

Answer 36

Two different ones Synthetic and analytic

Question 37

Synthetic

Answer 37

Teaches children the sound of the English language and helps develop the skills they need to: Decode, encode, read and write words

Question 38

Analytic phonics

Answer 38

Children learn to recognize words by sight in a method similar to rote learning Broken down into onset and Rime

Question 39

Onset

Answer 39

The beginning of a word which is likely to be one of two letters long (1st syllable)

Question 40

Rime

Answer 40

The section of the word that follows the onset -and -end -ind