Phonological and Phonemic Awareness, Including Emergent Literacy Flashcards
Describe the typical progression of reading development.
Readers typically progress through four stages of reading development.
The first stage of reading development is known as emergent reading. It is the stage in which readers develop pre-reading behaviors and begin understanding concepts of print. The second stage is called early reading. Early readers begin to use a combination of reading strategies and cueing systems to decode and comprehend simple texts. The third stage is called transitional reading. Transitional readers use a wide range of reading strategies to support comprehension of more complex texts. Rapid word recognition combined with effective use of strategies allows readers to read at an increased pace. Fluent reading is the last stage of reading development. Fluent readers confidently read and comprehend a wide range of complex texts independently. Students’ individual differences and prior experiences can affect at what ages and rates they progress through the stages.
Describe some characteristics of the emergent stage of reading.
Emergent reading skills are strong predictors of future reading success.
In the emergent stage, readers display pre-reading behaviors. They
begin interacting with texts without actually reading the words. They
learn the concepts of print, such as learning how to correctly hold books and understanding that print holds meaning. They begin to identify capital and lowercase letters, and they understand the predictable relationships between letters and sounds. They begin to understand that letters are combined to form words and words are combined to form sentences.
Readers in the emergent stage also develop oral language skills. This
includes phonological awareness skills, such as rhyming and alliteration.
They develop phonemic awareness skills, including the ability to blend,
segment, and manipulate phonemes within words.
Emergent readers enjoy having others read to them. They respond to
texts that are read aloud by making predictions, retelling events, and
other activities. They react to illustrations and use them to make sense
of the texts.
Describe some specific instructional strategies that should be used with readers in the emergent stage.
Teachers should read aloud to students in the emergent stage often,
choosing from a range of genres. When reading, teachers should model
concepts of print and how to make predictions, retell story events, and
other reading strategies. Concepts of print should be explored in
environmental print within the classrooms and the schools.Teachers
should create print-rich environments containing several different types
of texts for students to explore. Students should be given multiple
opportunities to interact with different types of texts daily, both with
others and independently.
Teachers should also plan explicit instruction on letter identification and
letter-sound correspondence and give readers opportunities to practice
recognizing and forming both capital and lowercase letters.
Additionally, teachers should plan classroom activities to build emergent
readers’ phonological awareness and phonemic awareness skills. This
includes opportunities to practice rhyming, alliteration, onset and rime
manipulation, and phoneme manipulation.
Describe some recommended characteristics of texts designed for emergent readers.
Texts designed for emergent readers should have pictures or
illustrations that strongly support the print. They should have a limited
amount of text on each page and use repetitive words and phrases. They
should include several high-frequency and easily decodable words, and
the text should be placed in predictable places on each page. Simple
sentence structure should be used.
Additionally, books for emergent readers should be focused on familiar
objects and topics that will activate readers’ prior knowledge. This
assists readers with comprehension and making connections and allows
them to focus on print concepts. The vocabulary should also be familiar.
Print should be large and contain wide spaces between letters and lines
of text.
Some emergent texts follow a pattern in which only the last word in each
sentence changes. For example, each page of a text might say, “1 like to
The missing word could be easily guessed based upon picture
support.
Describe some characteristics of the early reading stage of reading development.
In the early reading stage of development, readers increasingly use
strategies to figure out unknown words and make meaning from texts.
They use a combination of graphophonic, syntactic, and semantic
cues. After guessing unknown words using one type of cueing system,
they cross-check their guesses using other cueing systems. They begin to self-monitor their reading and self-correct if they realize that errors
have been made. They expand their vocabularies and their automatic
recognition of high-frequency words. They use picture clues, knowledge
of letter-sound relationships, and repetition to decode unknown words
in longer and more complex texts.
Early readers also continue developing comprehension strategies, such
as predicting and summarizing. They use a combination of these
comprehension strategies to make meaning from what they have read.
They begin to read silently and no longer need to point to each word
while reading.
Describe some specific instructional strategies that can be used with readers in the early reading stage.
Students in the early reading stage are beginning to increase their
reading rates and build fluency. Teachers can provide students with
opportunities to frequently read and reread favorite books, which will
help them build fluency. In addition to using picture clues, teachers can
also model using a range of reading strategies that incorporate all cueing systems. They can prompt students to use these strategies in their own reading, asking them to check whether their guesses look right, sound right, and make sense.
Early readers still benefit from continued explicit and individualized
phonics instruction. Activities that focus on advanced phonemic
awareness skills, such as phoneme substitution, are also beneficial.
Additionally, students benefit from instruction on complex vocabulary
words and spelling patterns. Teachers can also provide students with
frequent opportunities to read varied text types and genres that
incorporate more sophisticated vocabulary words and sentence
structures than emergent texts.
Describe some characteristics of texts for readers in the early reading stage.
Texts for early readers contain more print than those for emergent
readers. They include longer sentences, more sentences per page, and
more pages per book. The texts also contain more complex and varied
sentence structure. There is less reliance on picture clues than in books
for emergent readers, with the print carrying most of the meaning. More complex and content-specific vocabulary words are included. Multiple spelling patterns are used, requiring readers to use a combination of decoding strategies. There is less repetition, or longer and more complex phrases are repeated than those in emergent texts.
Texts for early readers also frequently focus on more complex story
lines. Descriptive language is often included. The content of these books is still typically familiar to readers.
Readers in the early stage understand a variety of genres and purposes
for reading. Therefore, texts for this stage are varied in genre and
purpose.
Describe some characteristics of readers in the transitional stage of reading development.
Readers in the transitional stage of reading development are able to
engage in sustained, quiet reading for extended periods of time. They are able to read and comprehend longer, more advanced texts and can
automatically identify a large number of high-frequency words. They
have knowledge of complex spelling patterns, which they use to
independently decode most unknown words, including multisyllabic
words. They are also continuing to increase their fluency and reading
rates.
Transitional readers utilize more strategies to assist with
comprehension than early readers. They have an awareness of text
structures and can gather and synthesize information from multiple text features, including print, graphs, charts, and sidebars. They rely more on the print than the pictures for meaning and can identify story elements, such as characters, setting, problem, and solution. Additionally, they develop higher-level comprehension skills, such as making inferences and drawing conclusions.
Describe some characteristics of texts for readers in the transitional reading stage.
Students in the transitional reading phase are able to read more difficult texts than early readers. This includes both fiction and nonfiction texts covering a wide range of genres. It also includes both beginning chapter books and challenging picture books. Nonfiction texts may utilize multiple text structures and include features like graphs, charts, photographs, sidebars, and more. The topics may be either familiar or unfamiliar to readers. Some challenging and unknown vocabulary words may be included along with many high-frequency words. Story elements may be described in detail, using descriptive words and phrases. There are numerous chapter book series designed for transitional readers.
Books written for transitional readers have several lines of text per
page. Some pages maybe composed entirely of text, as in chapter books. The books have many pages with clearly defined spaces between lines of text.
Describe some specific instructional strategies that can be used with readers in the early reading stage.
Because transitional readers are beginning to read more complicated
texts of different genres, it is helpful to teach about text structures.
Understanding text structures and where to look for main ideas can
assist transitional readers with comprehension. Teachers can also teach
strategies to determine the meanings of unknown vocabulary words by
analyzing word morphology. This includes recognizing and analyzing
both affixes and roots.
Teachers can plan several opportunities for students to build reading
fluency by rereading texts for meaningful purposes. They can also model advanced analysis and comprehension strategies during shared reading experiences, such as making inferences and drawing conclusions. They can provide students with tools like graphic organizers to assist with comprehension during independent reading. Additionally, they can encourage readers to support responses with text evidence.
Teachers can also assist transitional readers with selecting
appropriately challenging texts for independent reading.
Describe some characteristics of readers in the fluent stage of reading development.
Readers in the fluent stage of reading development read complex texts
both quickly and accurately. They read with appropriate expression.
They automatically recognize high-frequency words and efficiently use
multiple strategies to determine unknown words they encounter. These
strategies include using cueing systems, context clues, and substitutions.
Fluent readers are able to comprehend a wide range of complex fiction
and nonfiction texts. They understand content-specific and technical
vocabulary words or use strategies and tools to determine their
meanings. They have a strong understanding of different types oItext
structures and know how to efficiently use text features to locate key
information. They understand multiple purposes for reading and writing and are able to understand texts from multiple points of view.
Additionally, fluent readers use high-level thinking skills to comprehend
what they have read. They are able to evaluate texts and argue points
using text evidence for support.
Describe some characteristics of texts for readers in the fluent reading stage.
Texts for readers in the fluent reading stage are complex, varied, and
sometimes abstract. Complex text structures are often used. For
example, they may use flashbacks or weave back and forth while
comparing and contrasting two things. Fictional texts for fluent readers
contain highly developed plots and character development. They often
use descriptive and figurative language. Additionally, these texts may
have multiple themes or layers that require deep analysis. Content-specific and technical vocabulary words are commonly used. Topics may be either familiar or unfamiliar to readers.
Texts for fluent readers rely mostly on the print to convey meaning.
Photos or illustrations are mainly included to convey important
information that may be difficult to explain in print. For example,
photographs of animals may be included in biology texts. Illustrations
may be included in historical fiction texts where the settings oi
characters may be unfamiliar to readers.
Describe some specific instructional strategies that can be used with readers in the fluent reading stage.
Readers in the fluent stage often read texts about new and unfamiliar
topics. Therefore, teachers can instruct them to activate related prior
knowledge that may assist them with making sense of the new texts.
They can also model how to efficiently use research tools to learn more
about unfamiliar topics.
Teachers can also model and encourage readers to use close reading
techniques to deeply analyze texts. This process includes rereading texts multiple times to analyze different layers each time. It also includes evaluating, comparing and contrasting, making connections, and using other high-level comprehension strategies. Teachers can encourage readers to analyze texts from multiple perspectives, using text evidence to support their responses.
Because readers in this stage will frequently encounter content-specific
and technical vocabulary words, teachers can continue to model word
analysis skills, such as analyzing affixes and roots.
Describe some different types of knowledge commonly used in education.
There are many types of knowledge commonly used in education. Social knowledge is one type. This is knowledge about social conventions passed down within members of a community. It includes conventions related to expected greetings, manners, and conversational behavior.
Procedural knowledge is another type of knowledge. It refers to the
knowledge applied to carry out procedural tasks. An example is solving a complex math problem using a multistep algorithm.
Physical knowledge refers to knowledge learned by observing the
features of something. When students discuss the physical properties of rock samples, they are using physical knowledge.
Domain knowledge refers to the knowledge and skills used by experts
in a particular field. For example, a student explaining how she
completed a division problem using the terms dividend, divisor, and
quotient is using domain knowledge.
Empirical knowledge refers to knowledge obtained from scientific
experimentation and data collection. Determining the boiling points of
different liquids as part of a science experiment is an example of
empirical knowledge.
Describe the role that literacy plays in the development and application of different types of knowledge within the classroom.
Literacy plays a large role in the development and application of
different types of knowledge in the classroom. Social knowledge is
passed down through oral language and written texts. Students learn
about social norms through the actions of characters in stories and
through discussing texts with others. For example, children learn about
solving conflict with friends by reading about characters who work
through conflict. They also learn how to listen attentively and take turns
through participation in literature circles.
When students read nonfiction procedural texts, they develop
procedural knowledge that can be used to accomplish tasks. Procedural
texts also provide models of text structures students can use when
explaining procedures to others.
Reading texts containing academic language helps students develop and apply physical, domain, and empirical knowledge. Developing their
academic vocabularies can assist students with expressing their
observations and conclusions using academic language.
