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ECU Language + Learning Disabilities > Lecture 3 - Theories of Literacy > Flashcards

Lecture 3 - Theories of Literacy Flashcards

1
Q

When does Literacy and Learning to read begin?

A

Before formal reading instruction in school

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2
Q

When is the Emergent Literacy Period?

A

Period before children go to school

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3
Q

What does Literacy Knowledge depend on?

A

Exposure to books

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4
Q

What is a Low Print Environment?

(3)

A

Little exposure to books

Few books

Very little literacy knowledge

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5
Q

What is a High Print Environment?

(4)

A

Large vocabulary

Many books

Environmental print available

Some decoding skills

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6
Q

What are Literacy Artifacts?

(5)

A

Alphabet blocks

Books

Slogans

Writing paper

Crayons

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7
Q

What is Joint Book Reading?

A

Parents/caregivers read to/with the child

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8
Q

When is a good time to start Joint Book Reading?

Why?

A

5-6 months (some begin before or after birth)

Can sit up and focus attention on books

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9
Q

What do children learn to do through Joint Book Reading before talking begins?

A

Learn to turn pages

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10
Q

Books are ______, label ______(3)_____ related to book and child’s life.

A

Rhythmic

Pictures, actions, events

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11
Q

What is the Focus of Joint Book Reading?

A

Meaning and comprehension (What does the child understand?)

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12
Q

Do parents ask children more questions (2-3 yrs old) when Joint Book Reading?

A

Yes

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13
Q

What questions can be asked during Joint Book Reading?

(3)

A

What explanations (What happened?)

Reason explanations (Why did it happen?)

Affective explanations (Feelings about what happened)

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14
Q

What do children learn about questions in Joint Book Reading?

(2)

A

How to answer questions about text

How to ask questions about text

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15
Q

What do children learn from adults’ answers provide during Joint Book Reading?

(2)

A

Conceptual knowledge

Reasoning skills

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16
Q

What else do children learn from book reading?

(3)

A

Letter names

Letter shapes

Letter sounds

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17
Q

What is the Alphabetic Principle?

A

Words consist of discrete sounds that are represented by letters in print.

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18
Q

What are the keys to reading?

(2)

A

Motivation

Interest

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19
Q

What is one of the first songs learned?

A

Alphabet Song

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20
Q

What do children learn after mastering letter names?

A

Letter shapes

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21
Q

What can be used to practice letter knowledge?

(2)

A

Magnetic letters

Keyboards

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22
Q

What two skills are important for reading?

A

Letter recognition accuracy

Letter recognition speed

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23
Q

Children who have letter recognition will have easier time learning _________ and _________.

A

Letter sounds

Spelling

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24
Q

What does learning sound-letter (phoneme-grapheme) correspondences depends on?

A

Letter knowledge

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25
Q

What will poor letter recognition affect?

(3)

A

Decoding

Comprehension

Frustration level

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26
Q

What do Rhyming Activities reflect?

(2)

A

Awareness of syllabic units

Onset –rimes (e.g., h – at, c-at)

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27
Q

What is Chall’s Stage 0? (2)

When does it occur? (2)

A

Pre literacy

Pre-Reading

Preschool

Birth-6 years

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28
Q

What is being learned in Chall’s Stage 0? (1+4)

A

Pre-reading/Literacy Socialization

Conventions of print

Read left-to-right

Words relate to sound

Graphemic symbols

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29
Q

What is Chall’s Stage 1? (2)

When does it occur? (2)

A

Initial Reading Decoding

Decoding

Preschool-Elementary School

6-7 years

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30
Q

What is being learned in Chall’s Stage 1?

(1+5)

A

Decoding stage

Alphabet

Words are made of letters

Letters represent sounds (phonemic awareness)

Sight words

Phonological awareness

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31
Q

What is Chall’s Stage 2? (2)

When does it occur? (2)

A

Confirmation of Fluency

Fluent Reading

Elementary School (2nd-3rd grade)

8-9 years

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32
Q

What is being learned in Chall’s Stage 2?

(1+3)

A

Confirmation of Fluency

Decoding fluency

Increasing reading rate

Using both phonological and sight word decoding

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33
Q

What is Chall’s Stage 3? (2)

When does it occur? (2)

A

Learning New Information

Fluent Reading

Elementary School-Middle School

9-13 years

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34
Q

What is being happening in Chall’s Stage 3?

(1+4)

A

Learning New Information from Reading

Comprehension becomes predominant

Fluency decreases (due to new words)

Reading to learn using underlying processes of decoding and semantic knowledge

Flexible use of both phonological and visual-lexical decoding

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35
Q

What is Chall’s Stage 4? (2)

When does it occur? (2)

A

Multiple Perspectives

Fluent Reading

High School

14-17 years

36
Q

What is being learned in Chall’s Stage 4?

(1+2)

A

Multiple Perspectives

Using figurative language

Words have multiple meanings

37
Q

What is Chall’s Stage 5? (2)

When does it occur? (2)

A

Construction + Reconstruction

Fluent Reading

High School-College

18+ years

38
Q

What is being learned in Chall’s Stage 5?

(1+2)

A

Construction and Reconstruction

Reading for leisure

Paying attention to characters, emotions, underlying themes

39
Q

What is Firth’s Logographic Stage?

A

Pre-Reading

40
Q

What is the Logographic Stage?

(2)

A

Children construct association between unanalyzed spoken words and printed words.

Children recognize familiar logos (Sports teams, brand names, etc.)

41
Q

Do all children require logographic to be taught?

Who may it help?

A

No

May help for children with ASD and/or limited English

42
Q

What is Firth’s Alphabetic Stage?

A

Decoding

43
Q

What is Firth’s Orthographic Stage?

A

Fluent Reading

44
Q

What is Ehri’s Pre-Alphabetic Stage?

A

Pre-Reading

45
Q

What is Ehri’s Partial Alphabetic Stage?

A

Early Reading

46
Q

What is Ehri’s Full Alphabetic Stage?

A

Decoding

47
Q

What is happning in Ehris’s Alphabetic Stages?

A

Children use sound-letter correspondences to decode novel words

48
Q

What is Ehri’s Consolidated Alphabetic Stage?

A

Fluent Reading

49
Q

What is Ehri’s Automaticity Stage?

A

Fluent Reading

50
Q

Why is it important for all readers to progress from the foundational stages (0 to 2) to higher levels of reading development?

A

In order for reading comprehension to take place

51
Q

Children must learn that the sounds that make up spoken language are in ________.

A

Printed words

52
Q

Allophones affect ________ and ________.

A

Reading development

Spelling development

53
Q

There are ______ spelling for _____ English sounds.

A

251

44

54
Q

What is the Orthographic Stage/Automatic Sight Word Recognition?

(2)

A

Using of letter sequences and spelling patterns to recognize words by sight

Phonological decoding not used

55
Q

What pathway is used during the Orthographic Stage/Automatic Sight Word Recognition?

What is critical for sight word recognition?

A

Visual/Lexical Route

Accessing semantic memory/word meaning

56
Q

How does Othrographic/Sight Word knowledge grow?

A

As children see and store letter sequences

57
Q

What are some Morphemes Sequences (final) needed for Sight Reading?

(6)

A
  • ing
  • est
  • ed
  • ity
  • ment
  • tain
58
Q

What are some Word Families needed for Sight Reading? (7)

A
  • at
  • ake
  • ight
  • ay
  • ip
  • ore
  • ell
59
Q

What is the Self-Teaching Hypothesis?

(3)

A

An alternative to stage theories

Phonological decoding functions as a self-teaching mechanism

Helps to acquire detailed orthographic representations needed for decoding and spelling.

60
Q

Self-Teaching for Reading is _____, is an ______ skill, and exhibts _____________.

A

Item-based

Early onset

Progressive lexicalization of word recognition

61
Q

An ________ relationship exists between ______ and ______ orthographic components in the self-teaching process

A

Asymmetrical

Primary

Secondary

62
Q

Self-teaching is evident in __________.

A

Word recognition

63
Q

What is needed before Self-Teaching can begin?

(4)

A

Some sound-letter knowledge

Phonological awareness

Vocabulary knowledge

Ability to use contextual information to decode words when partially decoded

64
Q

What is Lexicalization? (2)

When is this evident?

A

Children learn sound-letter correspondences and patterns

It becomes committed to memory through print exposure and practice

When children recognize the beginning of words and guess at their ending

65
Q

What is the primary self-teaching mechanism for the acquisition of fluent word recognition?

What are the secondary/‘parasitic’ mechanisms?

A

Phonological skills

Visual/orthographic factors

66
Q

What does Phonological Decoding force the child to pay attention to?

(3)

A

All of the letters in words

Common letter sequence recognition

Other patterns

67
Q

What does Phonological Decoding force the child to learn?

(3)

A

Blending sounds

Decoding onset-rime (e.g., f-ight)

Learning morphemes – prefixes (un-) and suffixes (-ment

68
Q

________ is a powerful self-teaching tool

A

Spelling

69
Q

When spelling, what do children need to recall?

(4)

A

Letter formation

Letter-sound correspondence

Relationship between spoken and written language

Orthographic/spelling patterns

70
Q

Sight words are learned and recalled with greater proficiency with practiced ______ and ______.

A

Writing

Decoding

71
Q

When does a child begin to imitate writing?

A

1-5 years

72
Q

When does a child begin to draw “+” and “O”?

A

1-5 years

73
Q

When does a child begin to copy “X”, “△”, and “☐”?

A

2-5 years

74
Q

When does a child begin to demonstrate letter and name writing?

A

4-8 years

75
Q

When does a child begin to demonstrate writing words and sentences?

A

7-12 years

76
Q

What is Precommunicative Spelling? (2)

When does it begin?

A

The child uses letters but shows no knowledge of letter-sound correspondences.

May also lack knowledge of upper/lower-case letters, and left-to-right reading. (e.g. “M” -> “Jessica”)

1-8 years

77
Q

What is Semiphonetic Spelling? (2)

When does it begin?

A

The child begins to understand letter-sound correspondence

Often employs rudimentary logic like using single letters to represent words, sounds, and syllables. (e.g., U -> you)

2-8 years

78
Q

What is Phonetic Spelling? (2)

When does it begin?

A

A letter or group of letters is used to represent every unique speech sound that are heard in a word.

Some choices do not conform to conventional English spelling, but are easily understood. (e.g. “TAK -> “take”; “EN” -> “in”)

6-11 years

79
Q

What is Morphemic Spelling? (2)

When does it begin?

A

Knowledge of the meaning of a word influences its spelling.

Spelling strategies may use Greek and Latin roots; prefixes and suffixes; compound words; and abbreviations.

8-16 years

80
Q

Who tends to treat disorders in handwriting?

A

OTs

81
Q

What do you need to construct meaning of sentences and texts?

(6)

A

Basic topic knowledge

Key vocabulary

Syntactic form/text structure knowledge

Attention

Interest

Basic reasoning skills

82
Q

At which of Chall’s stages do children become unglued from print?

What do they transition to? (2)

A

Stage 2

More fact-based information (e.g., science, social studies)

Reading to learn (3-4th grade)

83
Q

Where does reading comprehension begin?

What does it require in order for it to develop?

A

Print exposure

Information

84
Q

Where can comprehension be learned?

(3)

A

Joint reading

Silent reading

Exposure to different kinds of texts

85
Q

What is one of the best predictors of reading comprehension?

(2)

A

Familiarity with content knowledge domains

Ability to extract meaning from text (may or may not generalize across content areas)

86
Q

Comprehension is not a ______ skill .

What skills does it require? (5)

A

Unitary

Decoding

Attention

Memory

Prior knowledge

Motivation

87
Q

What are qualities of Good Comprehenders?

(5)

A

Use what they know

Self-question what they don’t know + want to know + need to know

Integrate information across texts

Monitor their reading

Respond thoughtfully to what they are reading

ECU Language + Learning Disabilities (11 decks)

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