Ch. 11 School-Age Literacy Development Flashcards
Blending
The ability to create a word from individual sounds and to compare initial phonemes in words for likeness and difference
Decoding
The ability to break a word into its component sounds and then blending them together to form a recognizable word
Metacognition
knowing what to do cognitively and how to do it
It is your knowledge about knowledge and about cognitive processes
Phonemic Awareness
The ability to manipulate sounds, such as blending sounds to create new words or segmenting words into sounds
Phonological Awareness
A metalinguistic (pertaining to the use of knowledge) skill that includes sound identification, segmentation, blending, rhyming
Print awareness
Knowledge of letters/words, the ability to identify some letters bye name, and knowledge of the way in which words progress through a book
Executive Function
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
Reading is what type of skill
Language based skill
It requires processing of language that is decontextualized (not in the present) from any ongoing event
Reading involves 9 important concepts and 2 key areas
Dang Larry Put salty sauce in suzy’s mac (and) cheese
- Decoding
- Language-based
- phonological awareness
- self-monitor
- semantic organization
- interpretation
- summarization
- mental imagery
- connection with prior knowledge
2 Key areas:
Phonological awareness
Comprehension
Reading -Decoding
Breaking words into parts and then blending them together to form a recognizable word
Reading language-based
Syntax, morphology, semantics, pragmatics are all necessary for good reading skills (especially comprehension)
Reading - Phonological Awareness
Occurs at a conscious level during reading
Ability to identify segment, blend, rhyme words
Reading - self-monitor
Remain on task, monitor performance
Did you understand what you just read?
Directing yourself to re-read when you don’t understand a passage
Reading - semantic organization
knowledge of words in text
Better organization of semantic terms in the brain leads to better comprehension of what you have read
Reading - interpretation
Understanding what you have read
Reading - summarization
Closely related to interpretation
Can you summarize what you have read, identifying the most critical pieces of information that are necessary for comprehension?
Reading- mental imagery
Often used in reading
You create mental pictures that represent the words on a page
Reading - connection with prior knowledge
The ability to connect what you are currently reading with what you already know about the topic
Phonological Awareness Expanded
Knowledge of sounds and syllables
How sounds are structures in words
Phonemic Awareness is a part of
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
Better phonological awareness is related to better ?
Reading
Phonological Awareness - Syllabication
Division of words into syllables
Phonological awareness- phoneme ID
ability to recognize and distinguish individual sounds in spoken words.
Alliteration
2+ words in the same sentence/passage that begin with the same sound
Used in literature and advertising
Aids in comprehension
What is the most critical for reading?
Segmentation and Blending
Comprehension
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
Levels of Text comprehension
Dogs Can’t Drive
Decoding
Critical Literacy
Dynamic Literacy
Comprehension - critical literacy
active interpretation analysis, synthesis of information
Comprehension - dynamic literacy
Highest level
the ability to relate content to other knowledge
Critical Processes for reading
Bottom-up
Top-down
CP - bottom up
Translating writing into speech
Lower-level function
Involves knowledge of letters, relationship between grapheme-phoneme (letter-sound) correspondence
CP- Top-down
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
Reading development begins with
?
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
Text reading by a parent usually begins late in what year?
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
Emerging Literacy Facts
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
Phases of reading development
- child gains an awareness of print and sounds while gradually learning to make associations b/w the two
- By age 3, most children are familiar with books and can recognize their favorite books
- Print awareness develops: knowing the direction in which reading proceeds, turning pages, recognizing some letters
- Pretending to read: develops between ages 2 1/2 - 4 years
- 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
- Age 4, most can recognize their own names in writing and a few memorized words
- Alphabetic phase: refers to concentration on decoding words, usually b/w k-2nd grade
- Age 7-8, most understand the sound-symbol correspondence to become competent readers
- Grades 4-8 tend to emphasize reading for comprehension, as most children will have basic reading skills at this point
- Middle School: Shift to inferencing and recognition of view point
Writing
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
Writing complex process because?
Generating ideas, organizing and planning, revising, monitoring based on self-feedback and perhaps, feedback from others
