Literacy Development Flashcards
Pre-emergent reader
Pre-emergent readers are just beginning to understand how books work. They enjoy being read to, and may pretend to read and retell favorite stories. They are working on book handling skills, turning pages and looking at pictures. Children at this stage need many rich and enjoyable experiences with books.
Emergent reader
Emergent readers understand that in addition to pictures, print carries meaning in a book. They notice environmental print and begin to learn common words like “mom” and “like.” They remember patterns in books and use them to read. They understand that spoken words are made up of sounds and are beginning to learn letter sound relationships.
Early Reader
Early readers can read and understand simple books. They have different strategies to figure out and confirm new words. Early readers learn to pay attention to all three cueing systems – visual, syntax, and meaning - asking themselves: Does it look right? Does it sound right? Does it make sense? Early readers need to know many sight words automatically. They can retell stories and talk about messages the stories contain.
Early fluent reader
Early fluent readers are ready to take on a wide range of texts. They are reading to gain new knowledge and understanding of the world. They consistently self-monitor and cross check different sources of information. They can read most words automatically and are working on expanding vocabulary, gaining fluency, and working with increasingly complex texts.
Transitional reader
Transitional readers can read simple stories with familiar text structures with increasing fluency. They know many sight words automatically and can decode most familiar words. They are still learning to decode bigger words and increase fluency and vocabulary. They don’t rely as much on pictures and can read longer, more complex texts. They enjoy series books including short chapter books and stories with more developed characters.
Pre-emergent reader assessment
Concepts of print
Letter naming
Phonological awareness skills
Writing sample
Name (assessment) - recognizing and writing their name
Children are ready for emergent level texts when they know most of their letters and can recognize and repeat a pattern in text
Emergent reader assessment
Letter naming
Letter sound correspondence
Concepts of print
Interest and engagement inventory
Sight word inventory
Phonological awareness and phonemic awareness skills
Writing sample
Children can move on to the next stage when they can read and write 20 to 30 sight words and read a C level text independently
Early reader assessment
Sight word inventory
Phonemic awareness skills inventory
Running record
Miscue analysis
Retelling
Interest and engagement inventory
Developmental spelling inventory
Writing sample
Children can move on to the next stage when they can read text above level I and know over 100 sight words automatically
Transitional reader assessment
Running record with attention to fluency (WPM or fluency level)
Miscue analysis
Interest inventory
Retelling
Comprehension assessments (oral retell and written responses)
Developmental spelling assessment
Writing sample
Children can move on to the next stage when they can read a M level text independently
Early fluent reader assessment
Interest inventory
Comprehension assessment (oral retell and/or written response)
Comprehension interview
Writing sample
Vocabulary assessment
Developmental spelling assessment
How writing develops (5)
scribbling
letter-like forms and shapes
letters
letters and spaces
conventional writing/spelling
Syntactic component
The syntactic component consists of the rules that enable us to combine morphemes into sentences. As soon as a child uses two morphemes together, as in “more cracker,” she is using a syntactic rule about how morphemes are combined to convey meaning.
Semantic component
The semantic component is made up of morphemes, the smallest units of meaning that may be combined with each other to make up words(for example, paper + s are the two morphemes that make up papers), and sentences (Brown, 1973). A dictionary contains the semantic component of a language, but also what words (and meanings) are important to the speakers of the language.
Phonological component
The phonological component involves the rules for combining sounds. Speakers of English, for example, know that an English word can end, but not begin, with an -ng sound. We are not aware of our knowledge of these rules, but our ability to understand and pronounce English words demonstrates that we do know a vast number of rules.
Stages of Literacy Development (4)
Stage 0: Foundation for literacy
Stage 1: Beginning literacy
Stage 2: Consolidation/fluency
Stage 3: Literacy for growth
