CLA - Reading

Question 1

Phoneme- grapheme correspondence

Answer 1

Associating certain sounds with how the word looks. Certain symbols have certain sounds

Question 2

Graphology is children’s books

Answer 2

• bright colours
• large, bold, simple fonts
• simplistic cartoons
• pairs image with words

Question 3

Lexical choices in children’s books

Answer 3

• repetition of words and phrases
• pre-modifying adjectives to encourage creativity
• introduction of new words (nouns and adjectives)
• simple pronouns and anaphoric referencing

Question 5

Phonology in children’s books

Answer 5

• rhyme to develop understanding of different sounds in a fun and engaging way
• melodic so engaging
• repetition of phonemes to learn them “lazily buzzing”

Question 6

Rich reading environment is linked to…

Answer 6

• being successful in school later on due to stimulation of the brain
• if you read a lot, writing is better as you have a deeper understanding of how language works and phoneme grapheme correspondence is better

Question 7

S.B. Heath study

Answer 7

• compared two American working class and two middle class areas
• found that early school literacy experiences reflected middle class values (creative writing, shared reading)
• assumes middle class have more time to spend with children and working class doesn’t care about education as much
• HOWEVER, may be due to the individual families rather than class

Question 8

Analytic phonics - children learn to…

Answer 8

• break down whole words into phonemes and graphemes
• to decode words
• to use rhyme / analogy to learn other words with similar patterns
• to recognise one letter sound at a time, seeing pictures and showing words beginning with the same letter sound
• to sound initial letter first, then middle, then final and consonant blends
• be competent readers by 3 years old

Question 9

Advantage of analytic phonics

Answer 9

When learning one word, they can then apply it to lots of other words by changing the onset

Question 10

Disadvantage of analytic phonics

Answer 10

• children may make up words with the phoneme sounds they have learnt
• English has a complicated spelling system as spellings doesnt always correlate with sound so learning a rhyme that can’t be applied

Question 11

Synthetic phonics - children learn…

Answer 11

• to remember up to 44 phonemes and their related grapheme (1 phoneme can be represented via different graphemes e.g. ough, ow, oa)
• to recognise each phoneme
• to sound out each phoneme in a word
• to blend sounds together to pronounce word phonologically
• to memorise phonemes quickly (5/6 per week)
• in whole class teaching groups
• in a few months

Question 12

Multi sensory approach - synthetic phonics

Answer 12

1) see symbol
2) listen to sound
3) use an action (e.g using magnetic letters to correspond to phonemes)

Question 13

Advantages of synthetic phonics

Answer 13

• much faster to learn than analytic (3 months vs 3 years)
• much quicker to learn connection between phoneme and grapheme

Question 14

Disadvantages of synthetic phonics

Answer 14

• harder to apply
• confusing e.g. different ways of representing graphemes e.g. ow oa ough

Question 15

Prior to analytic and synthetic phonics there was…

Answer 15

Look and say approach

Question 16

Reading cues

Answer 16

• early reading develop many ways to interpret the written word, using cues to decode words and meanings within texts
• writers of children’s books build these cues into their texts
• the 1st five resding cues occur at the same time as they read

Question 17

Graphophonic reading cue

Answer 17

Looking at the shape of words dnd linking them to familiar graphemes and words to interpret them

Question 18

Semantic reading cue

Answer 18

Understanding the meanings of words and the connections between them to decode new ones

Question 19

Visual reading cue

Answer 19

Looking at pictures and visual narrative to intercept unfamiliar words and ideas

Question 20

Syntactic reading cue

Answer 20

Applying knowledge in word order or word classes to see if it makes sense in the context of

Question 21

Contextual reading cue

Answer 21

Searching for understanding in the situation of the story and comparing to own experiences on their pragmatic understanding of social conventions

Question 22

Miscue reading cue

Answer 22

Making errors whilst reading. A child might guess a word from accompanying picture or substitute another that looks similar or miss a word

Question 23

How do reading scheme books develop reading? - blue band (more intermediate reading)

Answer 23

• Discourse = sequence of events
• Graphology = pictures to support story line rather than illustrating the exact meaning (inferential reading), typography in a large font, bold text with large line spacing so easier to read and follow
• Grammar = sentence patterns and structures are more varied, exclamatory sentences to encourage raised intonation, speech marks to show someone is speaking (more advanced than beginners)
• lexis = adverbs of degree (very), superlatives (more) to encourage introduction of comparisons
• semantics = usually a semantic field of creativity in these books to encourage imagination

Question 24

How do reading scheme books develop reading? - advanced books (micheal morpurgo)

Answer 24

• Pragmatics = book quiz to test comprehension, “once upon a time…” encourages schematic knowledge of fiction and fairytales, italics to express authors thoughts
• Graphology = black and white picture so more advanced, italics, illustrations don’t depicts what’s happening exactly so more inferential reading
• phonology = no rhyme
• Grammar = complex sentences to show advancement in reading, contractions, range of sentence types, hyphens
• discourse = flashbacks or anecdotes
• lexis = more sophisticated
• semantics = hyperbole so child understands beyond literal meanings

Question 25

Reading schemes in the UK

Answer 25

- most prescriptive in the world - synthetic phonics introduced in 1998 and made a legal requirement in 2006 - 27% of children don’t meet the standard of reading - 29% of children don’t meet the standard for writing - focuses on sound so children are not learning the meanings of words, only the mechanics - reading scheme e,g, Big Cat, Rocket Phonics, Oxford Reading Tree

Question 26

Phonics progression

Answer 26

1) single letters and phonemes 2) reading and writing vowel+consonant and consonant+vowel+consonant words e.g. CAT 3) Reading and writing CCVC and CVCC words (STAR, LOOK) and common exceptions (ONE, THE, THEY)

Question 27

How does screen time affects a toddlers development ?

Answer 27

- 80% of 2 year olds internationally are engaging with digital screens above the recommended level (no screen time or one hour for 2 -5 years) - children under 2 years who watched more than 90 mins of daily direct screen time, by the ages of 4.5 and 8 years old, had below average vocabulary, writing, numeracy and letter fluency and overall weaker language skills

Question 29

KS1: Assessment - phonics screening test

Answer 29

- only compulsory test since 2023 is the phonics screening test which is at the end of year 1 - to pass, must get 32/40 - single sounds then diagraphs then trigraphs - monsters used next to “nonsense words” to show they aren’t real but can apply phonemic awareness skills (link to WUG test) - use of split diagraphs (vowel on the end changes the sound in the middle - “Cheve” “eh to “ee”)

Question 30

Criticisms of phonic screening test

Answer 30

- no link to comprehension, merely showing they know phonics - doesn’t suit every child e.g. dyslexics

Question 31

Dombey (1999)

Answer 31

- rhyme helps children to relate sound patterns to letter clusters - teaching English creatively improves literacy - children develop a habit of mind which expects words they decode to make sense so they monitor their own performance and make corrections - reading is an interactive process so teachers should avoid pre planning lessons so much that there is no room for student contributions as children are productive thinkers, capable of supporting each other

Question 32

Konza (2011)

Answer 32

- phonemic awareness I one of the most important skills for reading successfully - phonemic awareness = ability to hear, separate and manipulate sounds and phonemes - reading in pairs promotes phonemic awareness

Question 33

Konza ( 2011) - Big Six Components essential to resding

Answer 33

- phonological awareness - vocabulary - fluency - comprehension - phonics - oral language Must use these 5 in combination to be effective readers

Question 34

Konza (2001) - strategies for developing comprehension

Answer 34

- discussion - engagement during reading aloud - use questioning - promote comprehension after reading