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Language & Literacy in the School Years. You will be able to describe 5 components of skilled reading. You will be able to describe and contrast different approaches to reading instruction.
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You will be able to describe 5 components of skilled reading. • You will be able to describe and contrast different approaches to reading instruction. • You will be able to describe and provide examples of metasemantic, metasyntactic, and metapragmatic awareness. Objectives
You will be familiar with features of narrative development. • You will be able to discuss cultural differences in narratives • You will be able to describe and provide examples of several aspects of creative language use Objectives
The relationship b/w spoken & written words • The relationship b/w spoken language & reading/writing Language & Literacy
Definition • Development of Phonological Awareness • Identifying # of syllables • Analyzing syllables into constituents • Significance • Causes Phonological Awareness
Relationship to reading • Size of children’s vocabulary • Reason for increase Later Lexical Development
Distance b/w sender & receiver • Use of complex syntactic structure • Permanency of the information • Autonomous (rather than interactive) establishment of truth • Explicitness of reference • High degree of cohesion Hoff-Ginsberg Characteristics of Decontextualized Language
1st Phase - Elicited information • Styles of adult support • 2nd Phase - Less questioning by adults • 3rd Phase - Include more unique information Phases in Development of Early Narrative Abilities
Stage 1 - Heap Stories • 2-3 years of age • Consist of • labels • descriptions of events • Contains no themes (Paul, 1995) Stages of Narrative Development Applebee’s System
3 year olds • Child labels events that involve a key theme, character, or setting. • No plot • Temporal or causal relationships not provided. Stage 2 - Sequence Stories
4 - 4 1/2 year olds • Narrative contains a core character, object or event. • Contains • initiating event • an action • a consequence of that action • No real ending or resolution Stage 3 - Primitive Narratives
4 1/2 - 5 year olds • Some cause & effect or temporal relationship • Weak plot • Attributes or characters of plot not provided • Ending may not be logical Stage 4 - Chain Narratives
5 - 7 year olds • Contains: • theme • central character (& motivations) • plot • Events are logical & temporal. • Ends with a resolution of the problem. Stage 5 - True Narrative
Types of Narratives/Genres • Personal narratives • Scripts • Stories • Children’s abilities Narrative Development During School Age
Story Coherence • Story Grammar • Setting • Place • Characters • Episodes • Initiating event • Problem • Resolution What Makes a Good Story?
Linguistic Cohesion • Use of conjunctions • Pronominalization • Description of individual pictures • Thematic subject strategy • Anaphoric reference What Makes a Good Story?
Home/school match/mismatch • Topic-focused narratives • Topic-associated narratives Narratives & Culture
Stage 1: Literacy Socialization • Distinguish print from nonprint • Know how to interact with books Metalinguistic Development
Stage 2: Word Consciousness, Segmentation, Comprehension • Recognize word boundaries • Discuss parts of speech • Separate words into syllables • Unable to understand 1 word can have different meanings Metalinguistic Development
Stage 3: Segmentation & Comprehension • Understand verbal humor w/ linguistic ambiguity • Understands words can have several meanings Metalinguistic Development
Metasemantic • Word Awareness • comprehension of term “word” • understanding that words are “units” • understanding that relationship b/w phonemes & referents are arbitrary Types of Metalinguistic Awareness
Metasyntactic • correct ungrammatical sentences presented to them • Metapragmatic • explain social rules Types of Metalinguistic Awareness Cont’
A child who understands the term “word” refers to units of the language system has: • A. Metasyntactic awareness • B. Metapragmatic awareness • C. Word awareness • D. Overcome word retrieval difficulties Review Question
How did you learn to read? • Is it common to learn to read without instruction? • Is it possible to learn to read without instruction? Tarzan learns to read
Is it possible to understand a written language if you have no contact with the users of the language? Of any language? • Did Tarzan have metalinguistic awareness? Can you learn to read without that? More questions about reading
Emergent literacy • What is learned • Environmental print • Conventions of print • Functions of literacy Literacy Experiences at Home
Uses of literacy in the home • Parental engagement of children in literacy experiences • SES differences • Cultural differences Home Support of Literacy
Similarities b/w communities • Differences b/w communities • Implications for literacy instruction Literacy in Trackton & Roadville
Phonemic Awareness • Letter recognition • Grapheme-phoneme correspondence rules Components of Reading
Word recognition • decoding skills • sight-word vocabularies • Semantic knowledge • Refers to “all information about a word” Components of Reading Cont’
Comprehension & interpretation • Successful comprehension depends on • automatic word recognition • vocabulary size • working memory • world knowledge Components of Reading Cont’
Diagnosis • Average - above average intelligence • No cognitive or social deficits Dyslexia • Visual-perceptual deficits • Linguistic processing disorder • Single disorder v. cluster • Difficulties with phonological processing Children with Reading Problems
Writing is a language activity • Traditional Approach to writing • Current/whole-language approach to writing Writing
Involvement in writing process • Helps learn relationship b/w speaking & writing • Develop alphabetic principle by writing letters on their own • Exposes children to relationship between reading & writing Benefits of Early “Writing” Experiences
1. Marks on paper 2. Controlled scribbling 3. Scribble stories Writing Development
4. Scribbles with letter awareness 5. Word awareness ode ef di dit 6. Inventory writing I love mom. I love dad. 7. Sentence writing 8. Paragraph writing Writing Development Cont’
Reading as decoding • Phonics methods • Bottom-up skills • Teach decoding • Focus of instruction Approaches to Reading Instruction
Reading for Meaning • Texts as sources of meaning • Function over form • Sight vocabulary • Top-down approach • Whole-language & language experience approaches Approaches to Reading Instruction
Construct meaning from experience • Language is not separated into parts • Read aloud to children • Comprehension & production of oral & written language are part of one process Whole-Language Approach
Stress oral & written lang connection Focus on meaning Integration of decoding skills Current Reading Approach