Reading Development (W4)

Question 1

What are the 3 main periods of reading development?

Answer 1

• Emergent (birth - kindergarten)
• Learning to read (kindergarten - 3rd grade)
• Reading to learn (3rd grade +)

Question 2

What are you learning in the ‘learning to read’ stage?

Answer 2

Learning to ID written words THEN comprehend

Question 3

What are you learning in the ‘reading to learn’ stage?

Answer 3

Know how to read well enough that the primary way to gain information is through reading

Question 4

Substages of ‘emergent’ literacy stage

Answer 4

• Logographic stage

- Transition stage

Question 5

Logographic stage

Answer 5

• substage of emergent literacy stage
• word is recognized as a whole unit, frequently tied to a context, can’t read new words, are easily fooled when context changes,

Question 6

Transition stage

Answer 6

• Substage of emergent literacy stage

- Use partial alphabetic cues (e.g., initial sound) to recognize words

Question 7

Substages of ‘learning to read’ literacy stage

Answer 7

• Alphabetic Stage

- Orthographic Stage

Question 8

All substages of all literacy periods

Answer 8

• Logographic (E)
• Transition (E)
• Alphabetic (L)
• Orthographic (L)
• Reading to learn new information
• Multiple viewpoints
• Construction & reconstruction

Question 9

Alphabetic stage

Answer 9

• Substage of learning to read literacy stage
• roughly around kindergarten
• using sound/letter correspondences to decode novel words (true decoding)

Question 10

Orthographic stage

Answer 10

• Substage of learning to read literacy stage
• Using letter sequences, meaning-based units as a direct route to mental lexicon, no phonological conversion
• Rec. letter sequences, words they’ve seen before, etc.

Question 11

Complications of the alphabetic stage: (why it’s hard to master the alphabetic principle)

Answer 11

• Lack of one-to-one correspondence between sounds and letters (deep orthography due to coarticulation & allophonic variation)
• Irregularities of English spelling (251 spellings of 44 phonemes)
• Graphemes take on several forms

Question 12

Being able to decode doesn’t guarantee fluent, automatic word recognition. It only provides the opportunity to become a good reader. You also need…

Answer 12

• Good vocab/lexicon to rec. the word
• Visual memory (so you don’t have to decode each time) to automatically rec the word
• Cognitive processing capacity to do this efficiently and quickly.

Question 13

Problems w/the stage model of reading for word recognition (2). Each stage…

Answer 13

• Describes knowledge the child news, but not how the child gets that knowledge
• Gives appearance that each stage is discrete (self-contained), but this is not the case (child does NOT graduate from the alphabetic stage before entering the orthographic stage, etc. they overlap)

Question 14

Reading stages beyond age 8… (3) (and associated ages)

Answer 14

• Reading to learn new information (ages 9-14)
• Multiple viewpoints (ages 14-18)
• Construction & deconstruction (age 18+)

Question 15

Reading to learn new information (ages 9-14)

Answer 15

• Reading in content areas for facts, concepts, how to do things
• Can read common adult literature
• Decoding continues for longer, unfamiliar words

Question 16

Multiple viewpoints (when reading) (ages 14-18)

Answer 16

-Improved critical thinking (“meta-skills”)

Question 17

Construction & reconstruction (age 18+)

Answer 17

-Construct own viewpoint -analyze others’ viewpoints (meta on meta) -More abstract thinking

Question 18

What child factors influence comprehension? (2)

Answer 18

• Higher level language (vocab, complex syntax, discourse knowledge)
• Higher level cognitive skills (e.g., reasoning)

Question 19

What text factors influence comprehension? (3)

Answer 19

• Readability
• Topic
• Structure