Ch. 11 School-Age Literacy Development

Question 1

Blending

Answer 1

The ability to create a word from individual sounds and to compare initial phonemes in words for likeness and difference

Question 2

Decoding

Answer 2

The ability to break a word into its component sounds and then blending them together to form a recognizable word

Question 3

Metacognition

Answer 3

knowing what to do cognitively and how to do it

It is your knowledge about knowledge and about cognitive processes

Question 4

Phonemic Awareness

Answer 4

The ability to manipulate sounds, such as blending sounds to create new words or segmenting words into sounds

Question 5

Phonological Awareness

Answer 5

A metalinguistic (pertaining to the use of knowledge) skill that includes sound identification, segmentation, blending, rhyming

Question 6

Print awareness

Answer 6

Knowledge of letters/words, the ability to identify some letters bye name, and knowledge of the way in which words progress through a book

Question 7

Executive Function

Answer 7

A set of higher-order cognitive skills that operate during the completion of novel (new) or complex tasks

In relation to writing, this includes the ability to self-monitor one’s ability to plan, write according to that plan, and to proofread and revise as needed

For literacy, it includes attention, memory, self-monitoring, prediction

Question 8

Reading is what type of skill

Answer 8

Language based skill

It requires processing of language that is decontextualized (not in the present) from any ongoing event

Question 9

Reading involves 9 important concepts and 2 key areas

Answer 9

1. Decoding
2. Language-based
3. phonological awareness
4. self-monitor
5. semantic organization
6. interpretation
7. summarization
8. mental imagery
9. connection with prior knowledge

2 Key areas:

Phonological awareness
Comprehension

Question 10

Reading -Decoding

Answer 10

Breaking words into parts and then blending them together to form a recognizable word

Question 11

Reading language-based

Answer 11

Syntax, morphology, semantics, pragmatics are all necessary for good reading skills (especially comprehension)

Question 12

Reading - Phonological Awareness

Answer 12

Occurs at a conscious level during reading

Ability to identify segment, blend, rhyme words

Question 13

Reading - self-monitor

Answer 13

Remain on task, monitor performance

Did you understand what you just read?

Directing yourself to re-read when you don’t understand a passage

Question 14

Reading - semantic organization

Answer 14

knowledge of words in text

Better organization of semantic terms in the brain leads to better comprehension of what you have read

Question 15

Reading - interpretation

Answer 15

Understanding what you have read

Question 16

Reading - summarization

Answer 16

Closely related to interpretation

Can you summarize what you have read, identifying the most critical pieces of information that are necessary for comprehension?

Question 17

Reading- mental imagery

Answer 17

Often used in reading

You create mental pictures that represent the words on a page

Question 18

Reading - connection with prior knowledge

Answer 18

The ability to connect what you are currently reading with what you already know about the topic

Question 19

Phonological Awareness Expanded

Answer 19

Knowledge of sounds and syllables

How sounds are structures in words

Question 20

Phonemic Awareness is a part of

Answer 20

phonological awareness

Is defined as your ability to manipulate sounds, such as blending sounds to create new words, or to segment words into their individual sounds

Question 21

Better phonological awareness is related to better ?

Answer 21

Reading

Question 22

Phonological Awareness - Syllabication

Answer 22

Division of words into syllables

Question 23

Phonological awareness- phoneme ID

Answer 23

ability to recognize and distinguish individual sounds in spoken words.

Question 24

Alliteration

Answer 24

2+ words in the same sentence/passage that begin with the same sound

Used in literature and advertising

Aids in comprehension

Question 25

What is the most critical for reading?

Answer 25

Segmentation and Blending

Question 26

Comprehension

Answer 26

Meaning is actively constructed by the interaction of words + sentences with personal meanings and experiences

There are several levels of text comprehension and 2 critical processes for reading

Question 27

Levels of Text comprehension

Answer 27

Decoding
Critical Literacy
Dynamic Literacy

Question 28

Comprehension - critical literacy

Answer 28

active interpretation analysis, synthesis of information

Question 29

Comprehension - dynamic literacy

Answer 29

Highest level

the ability to relate content to other knowledge

Question 30

Critical Processes for reading

Answer 30

Bottom-up

Top-down

Question 31

CP - bottom up

Answer 31

Translating writing into speech

Lower-level function

Involves knowledge of letters, relationship between grapheme-phoneme (letter-sound) correspondence

Question 32

CP- Top-down

Answer 32

AKA problem solving

refers to the cognitive task of deriving meaning

Understanding of concepts, inferences, levels of meaning (literal vs. figurative), incorporation of your own knowledge

Question 33

Reading development begins with
?

Answer 33

Social interactions between a child and caregiver at about age 1, as adults begin to share books with children

Early book sharing is usually conversational in tone, with the book serving as the focus of communication

Question 34

Text reading by a parent usually begins late in what year?

Answer 34

2nd

There is a relationship b/w the age of onset of home reading routines and a child’s oral language skills, especially oral comprehension

Question 35

Emerging Literacy Facts

Answer 35

Children who have been exposed to print and to a home literacy environment will have better phoneme awareness, letter knowledge, and vocabulary

Cognitive and linguistic skills are important for early reading development

Working memory and long term word storage are critical

Grammar and meaning contribute most heavily to a child’s ability (success) in reading multisyllabic words

Question 36

Phases of reading development

Answer 36

1. child gains an awareness of print and sounds while gradually learning to make associations b/w the two
2. By age 3, most children are familiar with books and can recognize their favorite books
3. Print awareness develops: knowing the direction in which reading proceeds, turning pages, recognizing some letters
4. Pretending to read: develops between ages 2 1/2 - 4 years
5. Child uses vocabulary and syntax associated with specific books - often involves being able to recite books because these books have been read to them before
6. Age 4, most can recognize their own names in writing and a few memorized words
7. Alphabetic phase: refers to concentration on decoding words, usually b/w k-2nd grade
8. Age 7-8, most understand the sound-symbol correspondence to become competent readers
9. Grades 4-8 tend to emphasize reading for comprehension, as most children will have basic reading skills at this point
10. Middle School: Shift to inferencing and recognition of view point

Question 37

Writing

Answer 37

Defined as the ability to use knowledge and new ideas combined with language knowledge to create text

Complex process

More abstract than speech and more decontextualized than conversation

Requires knowledge of different writing forms, such as narratives and expository (explains, describes or gives information) writing

Question 38

Writing complex process because?

Answer 38

Generating ideas, organizing and planning, revising, monitoring based on self-feedback and perhaps, feedback from others