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Exam 5 Language Development > School age literacy development > Flashcards

School age literacy development Flashcards

1
Q

What are the best indicators of a child’s potential for success with reading and writing?

A

-Oral Language and metalinguistic skills

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2
Q

Oral Language and metalinguistic skills are important because:

A
  • Early life experiences are so important
  • The child who comes to kindergarten with limited oral language and minimal metalinguistic skills is already behind the 8 ball
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3
Q

New research is finding that for many children, esp. those who are at risk: (“Research on all-day kindergarten” www.education.com)

A
  • Big help: all-day kindergarten
  • Positive impacts on both social and academic skills
  • Children especially learn to engage in increase child-child interactions
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4
Q

Written language skills are based on 2 major factors

A
  1. Environment
  2. Genetics
    • genetic factors play a dominant role in the development of reading
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5
Q

THE PROCESS OF READING

A
  • Reading requires decontextualized language processing and good narrative skills
  • Poor readers exhibit poor narrative skills
  • Thus, in early treatment we need to build child’s narrative abilities
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6
Q

Step 1 in reading:

A
  • Decoding print

- Breaking a word down into its component sounds and then blending them together to form a recognizable word

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7
Q

The child brings their knowledge to the task

A
  • Print on page

- Childs knowledge and skills

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8
Q

Step 2 in reading:

A
  • Phonological awareness(PA)
  • Knowledge of sounds and syllables and of the sound structure of words
  • PA skills are essential to good reading, PA are the best predictor of spelling in elementary school
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9
Q

PA skills to teach

A
  • Rhyming
  • Number of syllables
  • First sound
  • Last sound
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10
Q

Tambyraja, Farquharson, Logan, & Justice (2015). Decoding skills in children with language impairment: Contributions of phonological processing and classroom performance. American Journal of Speech-Language Pathology, 24, 177-188.**

A

They looked at children with language impairment (LI) and measured their phonological processing and word decoding skills 2x during the academic year
-Kindergarteners and first graders

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11
Q

Tambyraja found that

A
  • PA skills in fall significantly predicted spring decoding outcomes
  • In treatment, it is important to focus on PA skills because they impact reading
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12
Q

Step 3 in reading:

A
  • Morphological awareness (MA)
  • The recognition, understanding, and use of word parts that carry significance
    • For example, students need to understand that prefixes, suffixes, inflections, and root words are all morphemes which can be taken away from or added to words to change their meaning.
  • More than 50% of English words are morphologically complex**
  • Students with strong MA are able to approach a novel multisyllabic word and break it into parts in order to predict the word’s meaning.
  • This helps in many areas: decoding, spelling, comprehension, and oral language
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13
Q

MA is especially critical because

A
  • In 3rd grade, it becomes more important than PA in terms of Literacy Achievement
  • Approximately 60% of the new written words school age children encounter by 3rd grade are morphologically complex
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14
Q

Good, Lance, & Rainey (2015). The effects of morphological awareness training on reading, spelling, and vocabulary skills. Communication Disorders Quarterly

A

-This study examined the impact of linguistically explicit instruction on the morphological awareness (MA) skills of 3rd grade children with language impairment

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15
Q

Good, Lance, & Rainey found that children who had explicit MA instruction:

A
  • Did much better than controls in spelling, vocab, and reading
  • Generalized knowledge to untaught words
  • Improved in overall language and literacy skills
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16
Q

In Good, Lance, & Rainey study, what worked?

A

Discussion of rules

(e.g., “adding –ly means that an adjective becomes an adverb; an adverb is an adjective that modifies a verb”)

17
Q

In Good, Lance, & Rainey study, what also worked?

A
  • Word sorts
    ex: stack words into piles based on affixes such as -ly and -able
  • Using visual blocks to separate affixes from base words and then join them
    ex: fix—-able
18
Q

In Good, Lance, & Rainey the study also

A

-Helped children increase their vocabulary knowledge in different contexts

19
Q

Step 4 in reading

A

—comprehension

  • Meaning is actively constructed by the interaction of words and sentences with personal meanings and experiences
  • At the basic level is decoding
20
Q

At the highest level of comprehension is

A

-Dynamic literacy: a reader is able to relate content to another knowledge

21
Q

Step 5 in reading:

A
  1. Phological Awareness(how words sound)
  2. Visual perception(how you see the words)
  3. Print awareness(how words look)
  4. Word recognition(being able to recognize words
  5. Speed of lexical(word) retrieval
  6. Higher-level language and conceptual knowledge
22
Q

What is Prereading?

A
  • social rather than formal instruction—parents and children read together
  • The more and earlier parents read, the greater the child’s oral lang and emergent literacy skills
23
Q

Preschool children develop print awareness:

A
  1. Display an interest in sharing books
  2. Know how to hold a book right side up
  3. Identify the front and back of the book
  4. Identify the top and bottom of a page
  5. Look at and turn pages from left to right
  6. Identify the title on book cover
  7. Identify titles of favorite books
  8. Distinguish between pictures and print on a page
  9. Know where the story begins in the book
    10, Identify letters that occur in their own names
24
Q

Formal reading instruction

A
  • Occurs in school
  • Phonics: sound-letter correspondence in early grades
  • By 7-8 years of age, most ch have the knowledge to become competent readers
25
Q

in 3rd grade

A
  • Shift from learning to read to reading to learn
  • In grades 4-8 reading comprehension becomes especially critical
  • Teens and adults use their reading skills to build their knowledge of the word and their vocab
26
Q

The overarching goal of the common core state standards is

A

to create students who are ready to succeed in a globally competitive, 21st century society

27
Q

Common Core State Standards–4 major goals:

A
  1. Create globally competitive citizens in 21st century
  2. Prepare students for college
  3. Create critical readers who read deeply
  4. Help students become responsible citizens who use evidence for deliberation
28
Q

Unlike No Child Left Behind (2002),

A
  • there are no fiscal or other punitive consequences in the standards.
  • Despite this, many professionals nationwide are trying hard to figure out how to help children achieve the standards
29
Q

The Common Core State Standards enacted..

A
  • enacted in 2010, have been adopted by 46 out of 50 states.

- The standards address English Language Arts and Math

30
Q

English Language Arts Consists of 4 Areas:

A
  • Reading
  • Writing
  • Speaking and listening
  • Language
31
Q

The Common Core State Standards

A

-Have put a much stronger emphasis on expository reading-reading for information not stories or fiction

32
Q

Currently, only 15% of text in elementary school is

A
  • expository, yet expository reading makes up 80% of reading done in college and workforce.
  • The CCSS will shift expository percentages to 50/50 at elem level, 60/40 in middle school, 75/25 in high school.
33
Q

In the past, students asked how

A

they felt about readings—give opinions– relate readings to their own personal experience

34
Q

The CCSS de-emphasize

A
  • feelings and personal experience, demanding that students present evidence for their answers.
  • They will be asked to present arguments justified by the text they have read
35
Q

SUPPORTING STUDENTS WITH LITERACY DIFFICULTIES

A
  • For students with difficulty in fine motor and writing skills, handwriting without tears simplifies the writing process
  • Young students who have trouble reading “picture walk” before they read a book or book chapter
  • Help with reading comprehension
36
Q

SUPER POWER READING STRATEGIES

A

-Before I read:
Look at the title, headings, and pictures
Look at any words in italics or boldface
Read the summary at the end of the chapter

-While I read:
Visualize what I read; make detailed pictures in my brain
Ask myself questions about what I’m reading
Predict what will happen next
Highlight key ideas

-After I have read the whole thing:
Look at the title, headings, and pictures again
Read over my highlights
Ask questions about what I have just read
Summarize what I have just read in my own words

Exam 5 Language Development (5 decks)

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