Stage of Awareness and Exploration
- first stage in literacy development (babies/toddlers)
- read alouds promote early development
- learn language through associating objects with names (ie, what’s that? a chair)
- develop letter recognition and associated sounds (phonemes)
Stage of Experimental Reading and Writing
- second stage in literacy development (preschool)
- learning “alphabet song”
- associate letters and sounds most significant to them (letters in name, parent’s name)
- begin to scribble, produce written letters, and write own names
Stage of Early Reading and Writing
- third stage in literacy development (kindergarten/first grade)
- formal schooling
- begin phonics (recognizing speech sounds are associated with letters and combining two or more phonemes and letters to create words)
- children spell phonetically
- understanding printed words are separate by spaces, and understand sentences are made up of words
Stage of Transitional Reading and Writing
- fourth stage of literacy development (second/third)
- read for meaning (recognize meaning of printed words and independently reads)
- gain understanding of written language and reading comprehension improves
- understand multiple ideas and get the “big picture”`
Stage of Competent Reading and Writing
- fifth stage of literacy development (fourth and up)
- learn and comprehend new and unfamiliar words
- read longer stories
- understand themes
Listening and Reading vs. Speaking and Writing
- L & R = involves receptive language (develops faster than expressive language - understand spoken language before being able to speak); requires decoding sounds and letters
- S & W = involves expressive language; requires encoding (depends on ability to read)
- *deficits in listening delays speech development
- *deficits in reading affects writing attempts
Prosody
- not represented in writing
- a number of components (vocal intonation, pitch, tempo, loudness, rhythm, tone of voice, other vocal characteristics) that the speaker uses to indicate meaning
Phonemic Awareness
- ability to hear, identify and manipulative individual speech sounds (phonemes)
- *in order to read, students develop this skill first (understand words are composed of individual phonemes)
Phonemic Awareness Activities
- identify (hearing sounds)
- isolate (position sound is in)
- oddity (which sound is different)
- blend (put sounds together to read a word)
- segment (break sounds apart)
- add (add a sound to make a new word)
- delete (delete a sound to make a new word)
- substitue (change a sound with a new one to make a new word)
Phonemes
*smallest unit of sound in a spoken word that affects its meaning1
Alphabetic Principle
- concept that letters represent speech sounds, and their arrangement represents spoken words
- systematic predictable relationship of letters that helps students read new and unknown words (develops reading fluency)
Alphabetic Principle Instruction
- Sequence of Acquisition - 1) letter names (signing alphabet song/alphabet rhymes)
2) letter shapes ( 3d wood or plastic letters, lettered blocks, alphabetic books)
3) letter sounds (letters they see to the speech sounds they hear and produce
*Instruction - teach letter/sound correspondence in isolation one pair at a time (teach directly and explicitly)
Alphabetic Instruction (2)
- Letter-Sound relationship with the highest utility should be taught first (help children read words)
- -> A, S, M, T, P
- Continuous Consonants (/s/, /f/, /m/, /n/ /r/) are easiest to teach
- -> stopped consonants (/b/ /p/ /g/ /k/ /d/ /t/) are harder to teach
*Visually confusing letters/ auditorily confusing sounds should be taught separately
Phonological Awareness
- an umbrella term (that includes phonemic awareness)
* ability to count syllables, identify rhyming words, sentences are made up of words, words have individual letters
Learning to Read
- Presence or absence of skills:
* students need to have developed
- -> letter recognition and ability to name them, print knowledge, and phonemic awareness - Aspects of social interaction:
* communicating with young child influences how they listen/speak
* helps them construct knowledge of meaning, reasons for communicating, vocabulary, syntax, sentence structure
Social Learning Theory
- Albert Bandura - proposes we learn through observing actions of others and imitating them
- -> vicarious learning (connection between behavior and consequences
*reading aloud to children exposes them to new vocabulary, rules of sentence arrangement and grammatical patterns (modeling reading behaviors for children to imitate)
Theory of Cognitive Development
- Jean Piaget - proposes children move through different stages of cognitive development, through which their understanding and reasoning abilities progress to enable higher levels of thinking
- ->construct own meaning from our reality (active learners)
- -> levels of thinking correspond to emerging skills they demonstrate
Fluency
- ability to read printed text with speed, accuracy, and appropriate expression (automatically recognize words)
- ->use strategies to get meaning from the text
*able to form connections between concepts and their own prior knowledge
Non-Fluent Readers
- read slowly and laboriously, and one word at a time
- ->choppy reading, and not smooth
*spend too much time/attention to decoding words and cannot gain meaning from the text
Reading Fluency Levels
- Frustration - text is hard for the student and reads lower than 90% accuracy in decoding words
- Instructional Level - text is challenging but not frustrating, and reads 90% word accuracy
- Independent - text is relatively easy and reads about 95% accuracy in recognizing/understanding words
- fluency instruction should utilize texts at a students independent reading level (so they can focus on practicing reading speed and expression)
- FLUENCY VARIES WITH THE TYPE OF TEXT/SUBJECT FAMILIARITY
Repeated & Monitored Oral Reading
- reading and re-reading text passages aloud improves fluency (improves word recognition, speed and accuracy)
- also improves comprehension
Silent, Independent Reading
- students need time to practice independent reading
* direct reading instruction is most predictive of reading achievement
Orthography
- spelling
- ->instruction is word study (word work - hands on activities for exploring orthography - alphabetic, pattern, meaning)
1) Alphabetic - match letters and letter pairs with sounds to build words with them
2) Pattern - letter patterns in letter groupings (ie, CVCe - love, hate, more, move)
3) Semantic/Meaning - spelling reflects semantic relationships
*helps students understand and identify patterns for decoding new words/writing
Morphology
- study of word structure as formed from the smallest units of meaning (changing morphemes can change the meaning of both a word and it’s sentence - ie, cat + s - cats [plural])
- letter groups (roots/prefixes/suffixes) are morphemes that change meaning to words
