Learning to read

Question 1

Jeanne Chall

Answer 1

Pseudo-reading (up to 6)
Children will still be read to by caregivers but might imitate, i.e. turning pages.
Initial reading and decoding (6-7yrs)
Children will begin to decode words in order to read and understand basic texts.
Confirmation + fluency (7-8yrs)
Reading will have become a faster process.
Reading for learning (9-13yrs)
Rather than learning to read, students read to learn. Scan for relevant details.
Multiple viewpoints (14-18yrs)
Students will begin to recognise how meaning can be conveyed in different ways.
Construction + reconstruction (18+)
Individuals can read a range of sources, can develop interpretations.

Question 2

Cremin

Answer 2

Students who do wider reading are more likely to academically achieve.

Question 3

Digraph

Answer 3

Graphic unit in which two symbols combine (th) (sh)

Question 4

Schwa

Answer 4

The unstressed sound that we find in many words. It makes an ‘uh’ sound - b(uh)loon

Question 5

Tricky words

Answer 5

W’e’ - children learn the letter ‘e’ as ‘eh’ in many words, e.g. ‘bed’

Question 6

Little wandle strategy

Answer 6

Focuses on individual phonemes.

Question 7

Consonant cluster reductions

Answer 7

Reducing phonologically more complex units into smaller ones

Question 8

Reduplication

Answer 8

Repetition of sounds and syllables
Mama
Dada
Night-night

Question 9

Deletion

Answer 9

Omitting a particular sound within a word.

Question 10

Scaffolding

Answer 10

Steps put in place to get you from where you are to where you want to be.

Question 11

Phonemes and Graphemes

Answer 11

P - 44
G - 26

Question 12

Converge

Answer 12

Linguistic change in which people adjust their dialect, accent or speech style.

Question 13

Inflection

Answer 13

The alliteration of words to make new grammatical forms (e.g. playED)