WRITTEN LANGUAGE CLA Flashcards
SKINNERS BEHAVIOURISM
Children acquire language through conditioning - positive/negative reinforcement
CHOMSKYS NATIVISM
Children have an innate ability to aquire language though the LAD
BRUNERS SOCIAL INTERACTIONALISM
The environment a child lives in/engages with plays a crucial role in language learning
PIAGETS COGNITIVISM
Language learning is dependant on a Childs cognitive ability and their mental map of the world around them
VIRTUOUS ERROR (CHOMSKY)
A “mistake” in grammar which has logic behind it
VYGOTSKYS ZPD
The zone of proximal development, where a child is offered assistance in a task which is just beyond their current capability
KATHY BARCLAYS STAGES
Scribbling
Mock handwriting
Mock letters
Conventional letter
Invented spelling
Phonetic spelling
Conventional spelling
PIAGETS EGOCENTRICITY
When children first start writing, there is no concept of “other” meaning their writing is about them and their experiences
BARRY KROLLS STAGES
Preparation
Consolidation
Differentiation
Integration
CRITICISMS OF KROLLS MODEL
Katherine Perrera - it is a very linear model for a complex process. Age ranges should be more general.
YEAR 1 NC (5-6)
-Sit and hold pencil correctly
-Lowercase letters in direction
-Use of capitals
-Digits 0-9
YEAR 2 NC (6-7)
-Lowercase letters correctly sized
-Strokes to join letters
-Capital letters correctly sized
-Appropriate spacing between words
HALLIDAY
Writing is a system where choices are made according to the function of language used
Scribbling (Barclay)
Emergent writing accompanied by oral explanation
Mock handwriting (Barclay)
Drawings/representations of letters
Mock letters (Barclay)
Letter-like shapes that resemble conventional alphabet letters
Conventional letters (Barclay)
Letters are strung together to create what a child reads as words and sentences
Invented spelling (Barclay)
Beginning to cluster words to make words
Phonetic spelling (Barclay)
Words are spelt as the letters of a word sound
Conventional spelling (Barclay)
Spelling most words correctly
Preparatory Stage (Kroll)
UP TO AGE 6
Basic motor skills and spelling
Consolidation Stage (Kroll)
AGE 7-8
- Writing is like spoken language
- Punctuation only just emerging
Differentiation Stage (Kroll)
AGE 9 TO MID TEENS
- Understands written language differs to speech: range of
conjunctions
- Writing for different contexts so aware of purpose and genre
- Punctuation is more consistent.
Non-alphabetic stage (Gentry)
Up to 7 years.
Scribbles that do not correlate to the alphabet.
Semi-phonetic stage (Gentry)
Ranges from 4-9 years.
Symbols become recognisable as
alphabetic: key consonants.
Phonetic spelling stage (Gentry)
Words tend to be spelt as they sound but with more letters and vowels.
Transitional stage (Gentry)
Patterns like doubling of consonants are understood and spelling is increasingly accurate.
Conventional spelling stage (Gentry)
From 10 years onwards.
Children can spell most words
accurately and understand unusual patterns.
Reah’s theory
Children learn about the world through play, and they create meaning from objects (object
permanence).
Written language is part of their environment and is one way children learn to make meaning.
Rothery’s functions of writing
Recount, report, observation-comment, narrative
Recount function (Rothery)
Chronological series of events: subjective
Report function (Rothery)
Factual, objective description, non-chronological
Observation-comment function (Rothery)
Point followed by an evaluation
Narrative function (Rothery)
Reading skills are usually ahead of writing acquisition so despite reading stories they cannot achieve narrative structure early on.
Years 3 and 4 national curriculum
- Continue to develop theirjoined-up handwriting.
- Increase the legibility, consistency and quality of their handwriting.
Years 5 and 6 national curriculum
- Write with increasing legibility, fluency and speed.
- Choose which shape of a letter to use, and decide whether or not to join specific letters.
- Choose the writing implement that is best suited for a task.
