children's reading and writing Flashcards
what is a grapheme
a letter, or a group of letters
what is a phoneme
the smallest unit of sound, e.g. /c/,/a/,/t/ for ‘cat’
what did masha bell point out
that the English language has ‘different, logically unpredictable graphemes for identical sounds’
why is reading challenging for children
a challenge for children is grasping the symbolic system that lies behind written language.
- cognitive theorists argue that this symbolic system forms the basis of future language development- an understanding that the marks on the page ‘stand for’ or represent something
what is the impact on reading for children
children who are exposed to a rich reading environment in early years become more successful in their writing and in school in general, this is because they have increased exposure to the letters and words that they are going to try to write
what do early reading books include
images (graphology)
short sentences
repeated/frequent lexical choices
what does frank smith state
that children will learn to talk by talking, and learn to read by reading.
- reading should not be broken down into component parts and children should not be presented with contrived or over simplified texts
what are the two basic needs of the reader?
- the availability of interesting material that makes sense to the reader
- an understanding and more experienced reader as a guide
what are the three cues that psychologists explained
semantic cues- using knowledge and experience of stories to predict events, phrases and words
syntactic cues- drawing on knowledge and experience of patterns in oral and written language to predict text
grapho-phonic cues- using knowledge and experience of relationships between sounds and symbols to read particular words
what did jeanne chall state
as a child gets older, the links between reading and writing become more clear
-suggested a number of stages through which children learn to read
what are chall’s first three stages of reading
PRE-READING - children will be read to by caregivers but may imitate the reading process by turning pages and pretending to read.
INITIAL READING AND DECODING- children begin to decode words in order to read/understand basic texts, they may identify familiar words/letters and blur them to make a word which can make the reading process slower
CONFIRMATION AND FLUENCY - reading will become faster, will be able to decode words readily and read fluently
what are chall’s final 3 stages of reading
READING FOR LEARNING- rather than learning to read, the child will now read to learn. they will access a wider range of texts and will be reading for most relevant details
MULTIPLE VIEWPOINTS- will become aware that meaning can be conveyed in different ways, and will become more critical readers by recognising bias and inference
CONSTRUCTION AND RECONSTRUCTION- individuals can read a range of sources and make their own interpretations, can scan texts efficiently
what are the two types of phonics
synthetic- teaches individual phonemes which can be blended together to produce a word
analytic- does not teach individual phonemes but encourages breaking down of words into key parts, also known as onset and rime
