Reading Flashcards
Why is reading different to spoken language
Because it involves learning the material
Spoken language is innate it is not taught
Reading and writing is taught
Children who have difficulties acquiring this skills may go on to have expressive and receptive diff
Why receptive because it relates to reading the information and understanding the vocabulary
What are the two components to reading ?
The ability to decode the information
The ability to understand the information
Define decode:
Decode is the receiver the receive the message and turn it into thoughts to understand
Decode - to understand the message from the sender
Encode - turning your thoughts into communication. Turning your thoughts into messages, writing, email, phone call, meeting in person
The opposite person receiving the message - then turns the communication into thoughts to understand the message. To interpret & analyse.
Encoding is the process of turning thoughts into communication. The encoder uses a ‘medium’ to send the message — a phone call, email, text message, face-to-face meeting, or other communication tool. The level of conscious thought that goes into encoding messages may vary. The encoder should also take into account any ‘noise’ that might interfere with their message, such as other messages, distractions, or influences.
The audience then ‘decodes’, or interprets, the message for themselves. Decoding is the process of turning communication into thoughts. For example, you may realize you’re hungry and encode the following message to send to your roommate: “I’m hungry. Do you want to get pizza tonight?” As your roommate receives the message, they decode your communication and turn it back into thoughts to make meaning.
Comprehension
What is it in - can you explain it?
Comprehension is a measure of what the child already knows - from their experiences and their knowledge
It’s draws on the child’s existing language store and their knowledge of the world.
Can they form inferences that is implied but not directly stated
Why is inferencing important in teenagers
As they grow older information becomes less and less implicit! /literal! - more demanding
It involves abstract language and the child needs to draw on the inferences that is implied
They rely on their existing knowledge
They need to become proficient decoders to be able to extract meaning from texts
Decoding - to analyse, interpret, change the communication of what they read into thoughts
To understand
Why does phonological awareness and phonemic awareness release to reading?
The child needs to be able to segment and manipulate the phonological units. To be able to understand.
NO THIS IS WRONG. Phonological representation relates to hearing/listening and spoken language.
However understand how the word segments and blends is useful for reading and writing
How does phonological representation relate to reading
If a child can not manipulate between the d and b - this will impact their reading ability
So if they can not hear and manipulate the sounds
Or if they are struggling with the output see stackhouse and wells
- can the child manipulate spoken sounds?
What’s this? Naming pictures
Reading and phonological representation- does it link?
- children having difficulties with spelling out the word - segmenting (phonetic awareness part of phonological awareness) have difficulties to read
Children usually sound out unfamiliar words
Can they associate sound with letters - phonics
People without LDs often use a phonics approach to sound out unfamiliar words but that does not work as well for many people with LDs who have difficulty in phonological processing – that is, in hearing the different sounds in words. They may also have difficulty associating sounds with letters (Lyon, 1995). This, in turn, interferes not only with the ability to sound out unfamiliar words but it also strongly affects spelling – for how could someone spell a word accurately when they do not hear all of the sounds in the word?
Phonological awareness includes not only hearing different sounds but also being able to manipulate sounds in words. This is not something that comes naturally to people: rather, the processes of phonological awareness must be explicitly taught. This is particularly important because in the early stages of reading, phonological awareness is the strongest predictor of reading progress (Stanovich, 1986).
26 letters 44 phoneme how?
Phoneme single unit of sound
In English, although we have 26 letters in our alphabet, there are 44 phonemes (sounds) because some letters have more than one sound. For example, the letter ‘a’ represents one sound or phoneme in the word bat and a different phoneme in the word baby; similarly, the letter ‘c’ represents one sound in the word cup and a different sound in the word city. Additionally, some letters form a completely new sound when they are put together, such as ‘th’ in the word the or ‘ch’ in the word chat.
What are the 5 elements required for reading
1- vocabulary 2- comprehension 3 - fluency 4- phonemic awareness 5- phonics based instruction
VIPPF
vocabulary, phonetic awareness, phonics instruction and fluency.
Reading aloud -there’s is no expressive language involved! Reading aloud
Understanding the information
So therefore receptive language to understand and decode - know that reading involves deciding and understanding (decoding and understanding are not the same thing
If reading aloud was expressive / what makes you think it’s expressive ? The information is written out so how can we test and understand the child’s expression ? We can’t with reading
We can assess their understanding and speech! Considering they know the picture as we are not looking at their vocabulary.
Discuss one of the 5 FVIPP
Vocabulary
- mental store of words
- lexicon
- children needs a rich vocabulary of words which include verbs adverbs pronouns nouns adjectives adverbials, connections and proportions, subordinate clauses etc.
These will help the child express themselves clearly and be able to get their meaning across
Large vocabulary is a toolkit for expressing and understanding!!!! language.
Child requires this more when on secondary school - concepts and abstracts
Describe comprehension from from FVIPPC
Comprehension - what the child already knows!! It’s the understanding the world around them.
How does this apply to reading?
Be able to understand what they are reading
Understand vocabulary
Children who are early readers need assistance with understanding what they have read/ to make sense of what they are reading
Comprehension problems may be a result of a language disorder which may have not been recognised earlier. Why? Because visual cues / pictures may help and when withdrawn - comprehension issues may become prevalent and and NOTICEABLE- particularly those labelled as behind as readers.
