Language & Literacy in the School Years

1. Language & Literacy in the School Years

2. 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

3. 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

4. The relationship b/w spoken & written words • The relationship b/w spoken language & reading/writing Language & Literacy

5. Definition • Development of Phonological Awareness • Identifying # of syllables • Analyzing syllables into constituents • Significance • Causes Phonological Awareness

6. Relationship to reading • Size of children’s vocabulary • Reason for increase Later Lexical Development

7. Contextualized v. Decontextualized Language

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. Types of Narratives/Genres • Personal narratives • Scripts • Stories • Children’s abilities Narrative Development During School Age

16. Story Coherence • Story Grammar • Setting • Place • Characters • Episodes • Initiating event • Problem • Resolution What Makes a Good Story?

17. Linguistic Cohesion • Use of conjunctions • Pronominalization • Description of individual pictures • Thematic subject strategy • Anaphoric reference What Makes a Good Story?

18. Home/school match/mismatch • Topic-focused narratives • Topic-associated narratives Narratives & Culture

19. Stage 1: Literacy Socialization • Distinguish print from nonprint • Know how to interact with books Metalinguistic Development

20. 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

21. Stage 3: Segmentation & Comprehension • Understand verbal humor w/ linguistic ambiguity • Understands words can have several meanings Metalinguistic Development

22. 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

23. Metasyntactic • correct ungrammatical sentences presented to them • Metapragmatic • explain social rules Types of Metalinguistic Awareness Cont’

24. 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

25. 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

26. 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

27. Emergent literacy • What is learned • Environmental print • Conventions of print • Functions of literacy Literacy Experiences at Home

28. Uses of literacy in the home • Parental engagement of children in literacy experiences • SES differences • Cultural differences Home Support of Literacy

29. Similarities b/w communities • Differences b/w communities • Implications for literacy instruction Literacy in Trackton & Roadville

30. Phonemic Awareness • Letter recognition • Grapheme-phoneme correspondence rules Components of Reading

31. Word recognition • decoding skills • sight-word vocabularies • Semantic knowledge • Refers to “all information about a word” Components of Reading Cont’

32. Comprehension & interpretation • Successful comprehension depends on • automatic word recognition • vocabulary size • working memory • world knowledge Components of Reading Cont’

33. Chall’s Model of Reading Development

34. Chall’s Model of Reading Development Cont’

35. 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

36. Writing is a language activity • Traditional Approach to writing • Current/whole-language approach to writing Writing

37. 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

38. 1. Marks on paper 2. Controlled scribbling 3. Scribble stories Writing Development

39. 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’

40. Reading as decoding • Phonics methods • Bottom-up skills • Teach decoding • Focus of instruction Approaches to Reading Instruction

41. 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

42. 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

43. Stress oral & written lang connection Focus on meaning Integration of decoding skills Current Reading Approach