Strategies to support children's reading Flashcards
Statement
There are a vast amount of strategies which could be used to support children reading in key stage 1. for example, reading books, teaching them phonemes and reading aloud.
Point 1
Reading books
Point 1 - evidence 1
Hargrave and Senachal 2000
Looked at storybook reading on the acquisition of vocab of 26 pre school children who were behind. Children with limited vocab learned new vocab from shared book reading and made significantly larger gains in vocab introduced in the books
looked at children who were behind and showed improvements
Point 1 - evidence 2
Reese and Cox 1999
3 styles of adult book reading tested on children: describer style, comprehenders style and performance orientated style. A describer style of reading resulted in the greatest overall benefits, but a performance orientated style was also beneficial
looked at 3 types of reading - showing it helps with development
looked at it over 6 weeks
Point 2
Teaching them phonemes - units of sound which distinguish one word from another
Point 2 - evidence 1
Ryder, Tunmer and Greaney 2008
An intervention strategy was given to children which consisted of explicit instruction in phonemic awareness and phonemically based decoding skills. The results showed that the intervention group significantly outperformed the control group on measures of phonemic awareness - 2 year follow up showed that these effects were maintained and had generalised to word recognition accuracy
intervention was carried out over 24 weeks
showed the long term impact
Point 2 - evidence 2
Bryne and Fielding-Barnsley 1991
Follow up of children who had been tested in phonemic awareness in pre school. Compared to a control group, the trained group were superior in nonword reading 2 and 3 years later and in reading comprehension at 3 years
long term impact
Point 1 - evidence 3
Piasta et al 2012
4-year-old children experienced a 30-week shared reading program implemented by their teachers. Shared-book readings 2-4 times per week where teachers verbally and non-verbally referenced print. Longitudinal results showed that use of print significantly impacted literacy skills (reading) for 2 years
Point 3
Teaching them synthetic phonics - teaches letter sounds rapidly and children are shown how to blend sounds together to produce words
sounding out, blending, letter formation
Point 3 - evidence 1
Dixon et al, 2011
There were statistically significant differences between the intervention group who experienced lessons organised around synthetic phonics materials and control groups in the improvements of the children in their test scores in reading and spelling
Used over 500 children in 20 schools
Point 3 - evidence 2
Johnston and Watson 2004
Performance on the synthetic’s phonics programme was compared with performance on a analytic phonics programme and with a programme which included phonological awareness training. The synthetic was the most effective. After training for 16 weeks, the synthetic phonics taught children were reading and spelling seven months above chronological age
Compared 3 types
Long term impact - measures reading and spelling every year
Point 3 - evidence 3
Johnston, McGeown and Watson, 2012
A comparison was made of the boys and girls who took part in the study in 2004 at the age of 10 who had learnt to read by synthetic or analytic phonics as part of their early literacy programmes. The group taught by synthetic phonics had better word reading, spelling and reading comprehension
a follow up, longitudinal, shows importance
What are phonemes vs phonics?
Phonemes - understanding that the sounds of spoken language work together to make words
Phonics - the idea that letters represent the sounds of spoken language
How do you teach phonemes?
Focus on different sounds eg s m f
How do you reach synthetic phonics?
First teaches the letter sounds and then builds up to blending these sounds together so they can pronounce a whole word
