Unit 1 Session 1 Flashcards
Meaning Based
(2)
(Classifications of Writing Systems)
a. Pictographic (Glyphs)
b. Logographic (Chinese Radicals)
Sound-Based
(4)
(Classifications of Writing Systems)
a. syllabic (Cherokee)
b. Alphabetic
c. Shallow (Serbo-Croatian)
d. Deep Morphophonemic (English)
Morphophonemic
that spellings represent both speech sounds (phonemes) and meaningful units (morphemes).
the term used to describe the characteristics of English orthography is morphophonemic, which means that it is a deep alphabetic writing system organized by both “sound-symbol” correspondences and morphology.
English Orthography
a writing system for representing language.
a product of historical evolution-presents special challenges that distinguish it from other alphabetic writing systems.
% of all fourth-graders have scored “below basic” in reading, and additional % have only achieved basic competence.
Total of 65%
31 % of all fourth-graders have scored “below basic” in reading, and additional 33% have only achieved basic competence.
% of all fourth-graders are “proficient” or “advanced”
36 % of all fourth-graders are “proficient” or “advanced”
% of white students are “proficient” or “advanced” only % of African American students and % of Hispanic students fall into these categories.
46% of white students are “proficient” or “advanced” only 18% of African American students and 21% of Hispanic students fall into these categories.
Our brains has evolved to process spoken and language much more easily than
alphabetic writing
Human Brain evolved over about 100,000 years to support the development of
spoken language
Has only been existence for 12,000 to 15,000 years-not enough time for the human brain to evolve the functional adaptations and pathways required for reading.
Written Language
generated less, than 5,000 years ago, is a very recent achievement in human evolution
Alphabetic Writing
First primitive writing systems directly represented or made pictures of the intended meaning
Pictograms
evolved but they continued to use symbols to represent units of meaning (logographs) rather than units of sound.
Abstract Symbolic Systems
The Simple View of Reading
Word X Language = Reading
Recognition Comprehension Comprehension
If students cannot decode printed English, they cannot comprehend it. If students cannot comprehend spoken English, they cannot comprehend written English either.
These 3 skills are LEAST correlated with reading comprehension in children. They are surprisingly unrelated to reading and writing skills. (e.g., puzzle construction, the ability to draw)
Visual-Motor Skills and Visual-Spatial Reasoning and Visual Perception
One language that shares a common ancestor and common meanings with a word in another language. Ex: Many Spanish words, such as problema or diagrama, are cognates that are built around the same Latin and Greek prefixes, suffixes, or roots that English words also employ.
Cognate
The ability to think about and reflect on the structure of language itself. The invention of the alphabet was an achievement in
Metalinguistic Awareness
The accurate and fast retrieval of decoded word forms, is essential for the development of reading comprehension.
Word Recognition
The major domain on which reading depends, refers to listening comprehension or the linguistic processes involved in the comprehension of oral language.
Language comprehension
The study of the relationships between letters, and the sounds they represent; also used as a descriptor for code-based instruction.
phonics
The conscious awareness of the individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds.
phonemic awareness
Common sense, human history, and reading research contradict the idea that most children learn to read naturally, the way they learn to talk.
The unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel.
syllable
