learning to read and write Flashcards
Kroll’s stages of writing development
•stage 1 (preparatory)- up to 6 years, learns physical skills required to write & basic principles of spelling system, motor and fine motor skills
•stage 2 (consolidation)- 6-8, writes as they speak, short declarative sentences, grammatically incomplete, simple conjunctions
•stage 3 (differentiation)- 8-mid teens, become aware of differences between speech and writing, more confident use of grammatical structures, more complex sentences, begin to adapt writing to audience & purpose
•stage 4 (integration)- mid teens & upwards, personal style is more developed, writing adapted confidently to different situations
Barclay’s stages of writing development
•scribbling-random marks, support fine motor skills, encouraged via being offered paper & writing tools & talking about their writing
•mock handwriting- often appears with drawings, children produce lines of wavy scribbles, resemble cursive, no directionality
•mock letters- make letter like shapes that resemble conventional alphabet
•conventional letters- first word usually own name, adults often see strings of letters across a page that a child reads as a sentence
•invented spelling- writes conventional letters, begin to cluster letters to make words, know there are spaces, no awareness of spelling yet
•approximated or phonetic spelling- children being to associate sounds with the letters
•conventional spelling stage- approximated spelling becomes more conventional
Rothery’s text types
•observation/comment- writer makes an observation and follows this with either an evaluative comment or mixes these in with the observation
•recount- usually a chronological sequence of events, will often have a beginning, middle & end
•report- a factual & objective description of events, tends not to be chronological
•narrative- fictional story genre, usually beginning middle & end, most will struggle to structure a narrative beyond this simple three part structure
debates in reading
•the traditional view/ bottom up approach- prioritisation of language
-dole (at al)- having the reader have a set of skills which are built upon to gain full comprehension, believes that the text holds clues, meanings & opportunities to learn and it’s the readers job to decipher them, reader takes a passive role
-nunan- believe that the child learns to decode written symbols into their aural equivalents
-McCarthy- built on this saying that the traditional view is less ‘bottoms up’ and more ‘outside in’ in the sense that meaning already exists & the reader has to take this meaning in
•cognitive view- ‘top down’, knowledge must be in place at the base, schema theory
-rumelhart- believes that reading requires the ‘building blocks of cognition’ in order for the reader to be able to process the information they are receiving, missing this can prevent a child from properly understanding & processing what the info means
-psycholinguistic approach- children who have a good ability to read books but a poor ability to comprehend what is happening
-goodman- the reader is at the heart of the process of learning to read & they make hypotheses as they read to confirm or reject ideas
•metacognitive view- reader thinks about what they are doing when they are reading, metacognition
-block- believes that the other two views are irrelevant because the reader controls their own ability to understand text, reading is an active process
-share- believes there is a process called phonological recoding in which readers recode what they know of phoneme grapheme correspondence in order to correctly read words
-klein (et al)- believes that metacognitive readers find purpose of the reading before reading, decide what the form of text is before, look for features & conventions which typify the form, project the writers purpose, decide whether to scan or read in detail, predict what will happen as they read
