Week Four Flashcards
Explain how skilled word reading and reading comprehension works using the Reading Rope
The reading rope and Simple View of Reading is comprised of two parts: Language comprehension and word recognition.
Skilled reading is the fluent combination and coordination of these two parts.
Both of these parts are essential to reading.
Language comprehension includes: Background knowledge, vocabulary, langauge structures (syntax, semantics), verbal reasoning (reference, metaphors) and literacy knowledge (genres, print knowledge)
Word recognition/decoding includes: phonological awareness (syllables, phonemes), decoding (spelling-sound correspondence) and sight recognition (of familiar words).
Skilled reading is: fast, fluent and unconscious, determined (cannot not process it), relatively context independent, requires eye fixation on each printed word.
What different types of difficulty can children have with reading using the Simple View of Reading
They can have difficulties with either language comprehension or comprehension of text, or a combination of the two.
Language comprehension:
- Listening
- Retention
- Concept familiarity
- Use of context
- Attention
- Memory
- Recall
- Integrating past and present information
- Expressive language problems (generating ideas, finding appropriate vocabulary, grammatical markers, linking devices)
Poor decoding:
- poor item naming speed
- Poor letter to sounds correspondance
- hesitancy
What are the key phases of reading development
Preschool:
1. Print knowledge (reading L to R)
2. Alphabetic knowledge (names of some letters, writing name)
3. Phonological awareness (syllables, rhymes)
4. Vocabulary and wider language (shared book reading)
Kindergarten:
5. Phonics
6. Syntactic awareness
7. Decoding
Grade 1:
8. Fluency
9. Formal text comprehension
What is a schema and how these are thought to support reading comprehension
A schema is a collection of abstract information we have that helps to navigate a certain context.
They are thought to help support reading comprehension by providing a links to existing knowledge.
Explain the key teaching strategies for decoding skills
Phonics is any approach that uses letter-sounds to teach children to read. It comprises of: letter sound knowledge and phonemic awareness (both are necessary)
Phonics is great because it is a self-teaching mechanism (can sound things out by themselves).
Approaches to teach phonological awareness:
- Syllable awareness
- Rhyme awareness
- Alliteration
- Blending (H A N D - HAND, good for reading)
- Segmenting (HAND - H A N D, good for spelling)
Approaches to teach letter knowledge:
- Letters, names and sounds
- Letter cluster graphemes represent phonemes: sh, ee, a*e, ai, aw, -tch,
- Letters with multiple sounds
Describe the 7 evidenced and well-theorised intervention strategies/programmes, content, for reading and listening comprehension covered.
In a study by NRP, 2000 (National Reading Panel), 7 strategies appear to have scientific evidence supporting improvements in comprehension. All strategies involve elements of meta-cognition (thinking about thinking).
The strategies are:
- Comprehension Monitoring = Actively monitoring our own comprehension of something
- Meaning level (words, sentences vs text)
- Any discrepancies
- Regulatory acts for overcoming comprehension problems (rereading, asking questions)
- Sometimes improving decoding may improve comprehension as it frees up space - Co-operative Learning = Readers learn to focus and discuss reading materials in groups
- Teacher provides structure
- Example, Reading aloud with a partner
-Scaffold are provided by teachers or other students
* types of scaffolding:
- Modeling, Bridging (connect ideas, activate prior knowledge), contextualization (analogies and metaphors), questioning (ask higher order and leading questions)
-Reciprocal scaffolding = question, summarize, clarify, predict - Graphic-Semantic Organizers = A picture or device for representing meaning
- Story maps
- Dual coding - Question Generation by Child = the notion of self directed speech
- adults scaffold talk and children gradually take it over and internalize - Adult Questioning: The kinds of questions adults ask children are crucial
- Use summarizing and linking questions
- Avoid closed questions
- Avoid direct questions to reluctant speakers, (s)elective mute, shy or early E2L learners - Story Structure = There may be predictable patterns that can be used in predicting information
- Mental Imagery = using imagery to to represent or guide
-Story-times
- Verbal instructions
Someone who has high comprehension and low decoding is…
Dyslexic
Someone who has low comprehension and high decoding is…
hyperlexia
Define: Grapheme
A letter or a letter cluster (1,2,3, or even 4 letters). For example, sh.
Define: Phoneme
Smallest unit of speech sound in a langauge
Define: Blends
Two consonants representing two phonemes together. Example: ‘sl’, ‘tr’
Define: Digraph
Two graphemes representing a single phoneme. Example: ‘sh’, ‘ch’, ‘th’
Define: grapheme/phoneme correspondence
When the letters in the word match the sounds eg. cot = /k, o, t/
Example of irregular grapheme/phoneme correspondence
= is /IZ/
= rough /r^f/
