Reading terminology, ideas and concepts lesson 1 Flashcards
How do baby and toddler books aim to help with speech development?
By providing pictures for children to label objects and package/network build.
What is a hypernym?
A word with a broad meaning constituting a category into which words with more specific meanings fall
e.g. colour is a hypernym of red.
What is a hyponym?
A word of more specific meaning e.g. spoon is a hyponym of cutlery
Why is Bruner’s LASS (Language Acquisition Support System) theory relevant to reading?
Because adults encourage children’s speech through social interaction. This includes using books to interact with babies and young children.
Bruner saw parent–child interactions with books as four-phased. What are those four phases?
Bruner’s four-phase reading interaction
- gaining attention: getting the baby’s attention on a picture
- query: asking the baby what the object in the picture is
- label: telling the baby what the object in the picture is
- feedback: responding to the baby’s utterance.
At what age do children become independent readers?
At about 8-years-old, although this can vary.
What are common features of children’s early books?
Clue: there are nine
Children’s early books:
- often interact with their audience via lift-the-flap, question and answer, etc
- suggest values (e.g. behaviour/politeness/morals)
- use rhyme and other phonological devices
- often use anthropomorphism
- use spoken language features
- use pictures and colour to gain attention
- use hypernyms/hyponyms and semantic fields of concrete nouns
- use rhetorical devices (repetition, parallel sentence structures etc.)
- create textual cohesion via lexical repetition, syntactical repetition, connectives)
What do children need to learn about written texts?
Clue: there are four
Children need to understand that written texts:
-reflect the relationship between written symbols (graphemes) and sounds (phonemes)
-have cohesion, with different parts interconnecting
are organised in particular ways, with chapter headings, page numbers, etc.
-differ in their organisation according to genre (e.g. fiction and non- fiction books are organised in different ways)
-represent the original culture, following its rules and conventions (e.g. English is read from left to right; narratives are organised in particular ways; certain ‘characters’ are well known in English speaking cultures, etc.).
Why do children’s books often contain rhyme?
It helps young children to remember words when hearing the text read aloud. Rhyme is a common feature of nursery rhymes and songs, where the emphasis is on the interactive and multimodal nature of the experience (actions and words) and on sharing these. It can also aid spelling later on, as many words that rhyme are spelt the same.
Do children enjoy having the same books read to them repeatedly or do they prefer new reading material?
Young children enjoy having the same book read to them repeatedly, responding to the repetitive nature and familiarity in a very different way from adult readers, who are more likely to search for new reading matter.
How does literacy (reading and writing) differ from oracy (expressing oneself through speech)?
Reading and writing skills are explicitly taught to young children as part of formal schooling (from age 4).
Why do children’s books often use lots of phonological devices, such as rhythm, rhyme and alliteration?
It makes it more interesting to listen to and is a common feature of oral storytelling.
Why do children’s books often contain dialogue?
Direct speech, as a narrative feature, creates interesting variations, which adds interest as it is read aloud. Adult readers can put on various voices to bring the story alive.
