Language and Reading

Question 1

What is literacy?

Answer 1

Oral/Aural vs Gestures/Sign/Written Language

Question 2

How does language begin developing?

Answer 2

Aural/Oral

Question 3

What does our culture value highly regarding language?

Answer 3

Written language (literacy)

Question 4

Similarities between Oral/Aural language and Literacy

Answer 4

same basic sentence structures in both

Question 5

Differences between Oral/Aural language and literacy in conversation

Answer 5

• info that is already known (either due to context or previous statement, we do not need to restate it) ellipses do not occur much in written language.
• we include a lot of colloquialisms.
• we are in the verbal modality it is normal to have false starts, repetitions and fillers, pauses, etc.
  -Moderate overlap between oral and visual communication, but not completely the same. A child’s oral lang and metalinguistic (operating on language as its own entity- allows the user to realize language can be operated on- dissected, manipulated, at an abstract level) is the best predictor of success for reading and writing, building the foundation for entering into literacy.

Question 6

Differences between Oral/Aural language and literacy in written stories

Answer 6

• In dialogue of a written story, it should reflect the oral language so typically would include ellipses.
  -False starts, repetitions, etc. would go in a maize in a lang transcript), we intentionally leave these out of written language.
  -Research informs that for the mature language used (adults) that written language skills use more complex sentence structures than we usually use when orally speaking on a day-to-day basis and includes more rigorous macrostructures (fewer degrees of freedom). - –Moderate overlap between oral and visual communication, but not completely the same. A child’s oral lang and metalinguistic (operating on language as its own entity- allows the user to realize language can be operated on- dissected, manipulated, at an abstract level) is the best predictor of success for reading and writing, building the foundation for entering into literacy.

Question 7

Phonological Awareness is…

Answer 7

foundation for language

Question 8

Phonological awareness includes…

Answer 8

Syllable segmentation, rhyming, matching initial sounds, sound blending.

Question 9

At what age do we segment words into syllables

Answer 9

1/2 of kindergarteners can and 90% of 1st graders

Question 10

By the end of 1st grade, how are children segmenting words?

Answer 10

70% can segment by phoneme

Question 11

What does the ability to recognize and create rhymes and words correlate highly with?

Answer 11

Later reading success

Question 12

Preschoolers with speech and language deficits usually…

Answer 12

go on to have reading problems when entering early literacy

Question 13

2 major process theories

Answer 13

Bottom up & Top-down

Question 14

Bottom-up says…

Answer 14

Reading is a translation of written elements

Question 15

How is bottom up processing formed

Answer 15

From smallest element to overall comprehension

Question 16

What does bottom-up processing assume

Answer 16

Children must be able to recognize letters, assoc. with a sound and be able to combine them later to form words and sentences.

Question 17

How does bottom up processing utilize automaticity?

Answer 17

it is critical to decode efficiently (based on the 26 written letters that represent 24 consonants and 21 vowels and consonant clusters

Question 18

An example of automaticity

Answer 18

Ghoti should be read as “fish” due to the “gh” from enough, the “o” from women, and the “ti” from nation

Question 19

Top-down processing…

Answer 19

emphasizes the cognitive task of deriving meaning to guide the reading process)

Question 20

Cognitive Tasks of deriving meaning include

Answer 20

Concepts, inferences, and contextual predictions

Question 21

With top-down processing the mature reader…

Answer 21

Doesn’t read letters or even whole words (the ex of the incorrectly typed paragraph and how we could all still read it!)

Question 22

Pre-reading development- what happens in this stage

Answer 22

Learning to read

Question 23

While in pre-reading, children develop what close to their 3rd birthday?

Answer 23

Letter and number discrimination

Question 24

Pre-reading: children who develop _________ earlier will develop reading skills earlier

Answer 24

Recognize their own name

Question 25

Pre-reading: Environmental print contains

Answer 25

Functions: stop signs, calendars, etc.

Question 26

Pre-reading: Why do children pretend to read?

Answer 26

Because they learn the structure of how a story goes (flipping pages, making things up based on pictures, etc.)

Question 27

Pre-reading: What is book discrimination?

Answer 27

Interacting with a reader (an adult or older person who can read), learning to discriminate between letters and numbers as learned through social interactions with someone else.

Question 28

What is stage 1 of development?

Answer 28

Decoding (Learning to read)

Question 29

When does decoding occur?

Answer 29

Around Kindergarten to 2nd grade

Question 30

In stage 1, what kind of comprehension occurs?

Answer 30

Literal (shallow) comprehension: being able to read words off a page

Question 31

Stage 2: Contextual reading occurs when

Answer 31

2nd to 3rd grade

Question 32

In stage 2, what kind of reading is occuring?

Answer 32

They are in between learning and read and are ABOUT to begin reading to learn

Question 33

During stage 2, how are children analyzing unknown words?

Answer 33

Through orthographic patterns and contextual inferences

Question 34

By 7-8 years old, children are developing _____.

Answer 34

both top down and bottom up skills to recognize graphemes

Question 35

Stage 3: Comprehension occurs at what ages?

Answer 35

3rd-8th grade

Question 36

During comprehension, what kind of reading is happening?

Answer 36

Reading to LEARN

Question 37

In stage 3, how are children understanding messages

Answer 37

In written text, by using reading skills to understand new content

Question 38

What are the 2 dimensions of stage 3 (comprehension)?

Answer 38

Literal (shallow) comprehension
Higher level (deep) comprehension

Question 39

What is literal (shallow) comprehension?

Answer 39

Literally being able to tell you what words are on the page

Question 40

What is higher level (deep) reading comprehension?

Answer 40

Going beyond literal comprehension to engage in inferencing to explain, define, hypothesize, summarize, relate to other info, compare and contrast, judge, predict, and evaluate (A lot like Bloom’s stages)

Question 41

Stage 4 reading: Secondary School

Answer 41

• Uses inferencing and point of view to aid comprehension (increased sophistication)
• Increases expertise and fluency.

Question 42

Stage 5: College and beyong

Answer 42

• Integrates with your knowledge base
• Critical judgements

Question 43

2 path reading model has what two pathways?

Answer 43

Phonological and Language

Question 44

What makes up the phonological pathway?

Answer 44

Letter knowledge & Phonemic awareness, Sound/letter correspondedness, word decoding, and word identification

Question 45

What is done with children in schools who are not learning to read via the phonological pathway?

Answer 45

Sight words

Question 46

Language pathway includes…

Answer 46

Early vocab & Early semantic and syntactic skills, decontextualized language, Vocab Expansion, Inferencing skills, narrative abilities, and complex syntax

Question 47

What does the phonological pathway result in

Answer 47

Literal reading comprehension

Question 48

What does the language pathway result in

Answer 48

Higher level reading comprehension

Question 49

What is considered academic talk?

Answer 49

decontextualized language, Vocab Expansion, Inferencing skills, narrative abilities, and complex syntax