3 Flashcards
Concepts of print involves:
4
Knowledge of letters (AaBbCc..)
Alphabetic principle (letter to sound correspondence: Cc = /k/)
Printed text carries linguistic meaning.
Where to start reading a text (English: left-right, top-bottom)
Define Alphabetic principle (2)
letter to sound correspondence: Cc = /k/ as a systemic relationship.
Requires phonological awareness
Phonological awareness define
Ability to reflect on and manipulate the structure of an utterance as distinct from its meaning” (Stackhouse & Wells, 1997, p. 53)
2 dimensions of Phonological awareness
1) Size of linguistic unit:
2) Explicitness of Operations:
Sizes of linguistic unit (5) +examples
1) Size of linguistic unit:
Phonemes: /s/ /t/ /e/ /p/ /s/ Onset-Peak-Coda: st e ps Onset Rime: st eps Syllables: steps Word: Steps (Noun)
2) Explicitness of Operations (4)
Identification
Segmentation
Blending
Manipulation
Explicitness of Operations:
Define Identification, give example
Identification: Recognise linguistic units.
CAT, MAT, HAT: Share rime unit.
PIG, PIN: Share same initial phoneme.
Explicitness of Operations:
Define Segmentation, give example, what important for
Segmentation (Spelling): Recognise and break up LU:
TOMATO = 3 syllables
PEN – 3 phonemes
Explicitness of Operations:
Define Blending, give example, what important for
Blending (Reading): Recognise and put together LU:
Blend onset-rime: SH– OP = Shop
Blend phonemes: M – OU – SE = Mouse
Explicitness of Operations:
Define Manipulation, give example.
Manipulation: Recognise, breakup, delete/add/exchange LU:
Say COLD without /k/.
Swap 1st sounds of FISH and TABLE (tish and fable)
Define ‘letter knowledge’
Letters represent phonemes of spoken language.
Several characteristics of each letter: Upper/lower case, name/sound.
latter name/sound knowledge as predictor of literary success
Letter name knowledge: Preschool predictor of later literacy success.
Letter sound knowledge: 5+ overtakes as predictor of later literacy success.
Ehri’s Model of becoming a skilled reader (4)
Pre-alphabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic
Pre-alphabetic (5)
Pre-reader.
Little or no knowledge of letters
Cannot read new words.
Some reading ability:
Environmental print Eg: McDonalds sign
Visual cues Eg: ‘Two eyes’ in LOOK
Partial alphabetic (3)
Some letter-sound knowledge.
Use of more salient alphabetic cues
Eg: Initial and final letters, Differentiation of vowel sounds particularly difficult.
Full alphabetic (5)
Full knowledge of alphabet and letter-sound correspondence.
Decoding: Words are sounded out.
Initial acquisition of sight word vocabulary.
Words frequently encountered can be read without sounding out.
Prediction from context and analogy.
Consolidated alphabetic (5)
Increased knowledge of orthography and reading experience.
Frequent exposure to common spelling pattens: -at, -eat, -est
Memory of pronunciation of common letter strings: bat, cat, hat
Letter strings become consolidated units: Unfamiliar words can be read faster and more accurately.
Predication from context, decoding analogy and sight.
Reading a passage (5)
Decoding and comprehension.
Eye movement: Fixation on individual words.
Combine words into meaningful clauses and sentences (idiomatic and figurative meaning).
Integrate ideas presented in successive sentences. Eg: “She”
Make sense of the text as a whole using general knowledge.
Reading comp =
word decoding x language comp
