reading - literacy development Flashcards
phonetics approach
all about learning what combinations of letters correspond to sounds - doesn’t teach meaning or prepare children for words that have no phoneme grapheme correspondence
whole word approach
idea that child learns to memorise how each word is pronounced - doesn’t prepare children to pronounce words they haven’t learned and assumes a child will be able to memorise a lot
the psycholinguistic model
challenges phonetics and whole word approach and focuses on decoding meaning rather than symbols
traditional view
‘bottom up’ approach
prioritises language - reader takes a passive role
nunan - child learns to decode written symbols into their aural equivalent
cognitive view
schema theory
rumelhart - believes reading requires the ‘building blocks of cognition’ for the reader to be able to process the information they’re receiving
metacognition
thinking about thinking - reader thinks about what they’re doing when they’re reading
block
believes ‘cognitive’ and ‘traditional’ views are irrelevant because the reader controls their own ability to understand a text and believes reading is an active process
share
believes there’s a process which takes place called phonological recoding where the reader recodes phoneme grapheme correspondence to correctly read words
klein et al
believes that metacognitive readers find purpose of the reading and decide what form of text it is while reading
frith’s model
legographic stage - child is concerned with letters as visual objects which they can recognise by sight
alphabetic stage - child starts to differentiate between words and other symbols
orthographic stage - child doesn’t need to phonologically recode very much but can recognise the word and its meaning
why is frith’s theory challenged
dyslexic children struggle with the alphabetic stage and often move straight onto the orthographic stage which delays the reading process
frith’s theory
