Quiz Flashcards
Pre-Literacy Skills Examples
We look at the left page before we look at the right page.
We read from the left of the sentence to the right.
Words that are written in great big letters, we say loudly.
Sentences with exclamation points, we say with excitement.
Sentences with question marks, we say with a rising intonation.
Have you ever noticed that many children’s books are written in rhyme? This is because rhyming is a pre-literacy skill!
Emergent Reading (< 6 years old)
Gains awareness of print and sounds. Begins sound-symbol association.
Accomplished through shared interactive book reading.
By age 2 years:
Many children show sound awareness , rhyming and sound play
By age 3 years:
Most children have print awareness (front/back, left to right, emergent letter recognition).
Check out the following video of little Luke demonstrating this skill. (I love the parents’ responses.)
By age 4 years:
Most children are able to recognize familiar words (their name), logos (signs and package labels).
Children attend to syllable structure and rhyme.
Early Home Literacy is Associated with:
Child’s oral language skills (vocabulary, expressive/receptive language)
Increased phonemic awareness
K-2
Phonics Instruction: Sound-symbol correlation
Decoding
Grades 2-3
Mastery of sound-symbol correlation, segmentation and word knowledge to facilitate comprehension
Grades 3-4
Ability to use text to analyze unknown words
Reading fluency increases
Shift from “learning to read” to “reading to learn”
Grades 4-8
Emphasis on reading shifts to comprehension of more complex text
By middle school, inferencing & viewpoint increase comprehension
The process of reading is specific to the ability to decode and comprehend the written language. True/False
True
Decoding
the ability to break a word into its component sounds and blend together these sounds to form a recognizable word.
Reading comprehension
the ability to decipher word meaning based on syntax, context, and background knowledge.
The reading abilities of decoding and reading comprehension require:
Self-monitoring - the ability of the reader to recognize and fix mistakes in their reading.
Semantic organization -categorizing and sub categorizing the understanding of vocabulary.
Summarizing information - summarizing information involves the reader’s ability to gather all the parts of what they are reading and formulate a coherent understanding of the information or story. To do this, the reader must be able to interpret the information.
Other skills which influence reading comprehension include mental imagery of the information, and metacognition (the ability to think about thinking).
Several processes make up the overall process of Reading Decoding and Reading Comprehension:
Phonological awareness - syllabication, phoneme identification, alliteration, rhyming, segmentation, and blending.
Phonemic awareness - involves sound manipulation.
Comprehension - involves decoding, making connection to prior knowledge, reflecting on what is being read, vocabulary knowledge, inferencing/predicting, self-regulation.
Critical literacy and dynamic literacy
Learning processing - Top down and bottom up
Phonological awareness and phonemic awareness are often confused. The following videos will assist you in understanding the differences between phonological and phonemic awareness:
Phonological awareness is an umbrella term which covers what for main areas?
The ability to Rhyme
Count Syllables
and Understand the Concepts of a Word. As well as phonemic Awareness
Does phonemic awareness refer to sounds or letters?
Sounds
What is an example of segmenting sounds?
Break words into sounds or phonemes
If a child was asked to change the first sound /m/ in the word “mat” to a /k/, and the child responded “cat”, what phonemic skill is the child demonstrating?
Manipulate Sounds
True or false? Both phonological awareness and phonemic awareness involve the skill of hearing the sound patterns of language.
True
True or false? Phonological awareness is just a piece of phonemic awareness.
False
Writing Development
On this page, we can see a gradual, yet at the same time, seemingly rapid expansion of a child’s written literacy skills. Linguistic units begin short and unorganized in preschool years and in a mere 5 to 6 years, evolve into sophisticated writings complete with plots, subplots, and organized event sequencing.
Writing Development 3 Years Old:
Writing and drawing are mixed
May write letters without understanding that they represent sounds
4 Years Old:
Begin to form real letters intentionally
Begin to write their name and simple phrases like “I love you”
School-Age Writing
Kindergarten
Print own first and last name
Draw a picture and label or write about that picture
Write upper and lowercase letters (may not be completely legible)
1st Grade
Use writing to express ideas and interest
Write with a purpose: stories, letters, lists
Write simple, but complete sentences
Emergent in use of capital letters, commas, and periods.
Combination of inventive and correct spelling
Emergent in use of “story language” (e.g., “Once upon a time…”)
2nd – 3rd Grade:
Writing becomes more legible and automatic
Capitalization and punctuation are usually correct.
Organization improves to include a beginning, middle, and end.
Sentences become longer and more complex.
Grammar improves.
Able to write essays with a thesis statement, supporting details, and conclusion.
The “Writing Process” emerges: Research, Plan, Organize, Revise, Edit
