Literacy Development Flashcards
(22 cards)
Literacy is a s_______ practice not a n__________ practice.
Literacy is a social practice not a natural practice.
Literacy:
Develops p______ empowerment
Acces to e____________
Access to d_____________
Improves h_______ outcomes
Decreases p_____________
Emergent Literacy:
Starts at birth
Large gains 3-5: gathering info on print and sounds before formal instruction
Metalinguistics:
Th_________ about l___________
E____________ SKILL FOR LITERACY
Metalinguistics:
Thinking about language
ESSENTIAL SKILL FOR LITERACY
Print I___________:
interested in print materials
Print C____________:
organisation of print materials, left to right, book covers, turning pages
Print F__________:
Letters and words have names:
this is the letter a, this is the word dog.
Print F____________:
words have meaning and are used in different contexts: menus, magazine, signs, birthday cards
Print P____-Wh_____ Relationships:
Printed text has parts: letters, words are made up of letters. The word cat is made of the letters c-a-t.
Wr_________:
a form of communication
Alphabet acquisition is influenced by:
Own n_____ advantage
Letter name p__________
Letter O_______
Consonant O_______
Alphabet acquisition is influenced by:
Own name advantage
Letter name pronunciation
Letter Order
Consonant Order
Phonological Awareness:
W____ awareness
S________ awareness
R_______ awareness
Phoneme I____________
Phoneme S_____________
Phoneme B_______
Phoneme C________
Phoneme M___________
Phonological Awareness:
Word awareness
Syllable awareness
Rhyme awareness
Phoneme Identification
Phoneme Segmentation
Phoneme Blending
Phoneme Counting
Phoneme Manipulation
How do parents help literacy skills?
P_____ r_____ environments:
books, posters, shopping lists, menus
M________:
reading, drawing and writing in front of children, discussing, draw attention to the purpose
B______ Sharing:
choosing engaging texts, asking questions, discuss story, make predictions, point out print.
Ph_________ A_________Play Activities:
games (I spy), songs, rhymes, alliteration
How do parents help literacy skills?
Print rich environments:
books, posters, shopping lists, menus
Modelling:
reading, drawing and writing
Book Sharing:
choosing engaging texts, asking questions, discuss story, make predictions, point out print.
Phon. Awareness Play Activities:
games (I spy), songs, rhymes, alliteration
Symbolic Play:
Using an o_____ as a different o_____.
Banana represents phone.
Box represents car.
Leads to:
L_______ represents s______.
G________ represents ph________
Symbolic Play:
Using an object as a different object.
Banana represents phone.
Box represents car.
Leads to:
Letter represents sound.
Grapheme represents phoneme.
School Literacy Areas:
Emerging Literacy and Ph____________/Phonemic Awareness
V_____________Development and C______________
Ph______/S_________
R________ F________
Wr_________
School Literacy Areas:
Emerging Literacy and Phonological/Phonemic Awareness
Vocabulary Development and Comprehension
Phonics/Spelling
Reading Fluency
Writing
Kindy:
W_____, s________, rh____ awareness
Late K/Early PP:
o______ awareness, phoneme i_________, phoneme b________
PP:
phoneme s__________, phoneme c________
Early Primary:
phoneme m___________
Kindy:
Word, syllable, rhyme awareness
Late K/Early PP:
onset awareness, phoneme identification, phoneme blending
PP:
phoneme segmentation, phoneme counting
Early Primary:
phoneme manipulation
Reading Skill Development:
Alphabet/L_____ recognition
G__________-Ph_________ C______________
Word r___________ (fluent blending/high frequency words/orthographic mapping)
S___________ knowledge (vocab)
C_____________/understanding
Reading Skill Development:
Alphabet/Letter recognition
Grapheme-Phoneme Correspondence
Word recognition (fluent blending)
Semantic knowledge (vocab)
Comprehension
Initial Reading/Decoding:
5-7 Years old (PP-Year 2)
Letters:
Find a letter that m_______ a sound
Making the s______ for a given letter
Wr___ the letter for the sound (hard)
Words:
S____________ word into sounds and b___________ them together to form a recognisable word
Interpret word based on m________, c________, g_________ clues
Expect frequent word s__________ errors based on grammar, or word visual similarities
Initial Reading/Decoding:
Letters:
Find a letter that matches a sound
Making the sound for a given letter
Writing the letter for the sound
Words:
Segmenting word into sounds and blending them together to form a recognisable word
Interpret word based on meaning, context, grammar clues
Expect frequent word substitution errors based on grammar, or word visual similarities
Developing Fluency:
7-8 Years old (Year 2/Year3)
Hone d__________ skills:
practice!
Develop proficiency:
H_____ f________ words
Recognise/orthographic m_______:
d________ not necessary
Developing reading au___________:
Focus less on decoding and more on comprehension
Developing Fluency:
Hone decoding skills:
practice!
Develop proficiency:
High frequency words
Recognise/orthographic mapping:
decoding not necessary
Developing reading automaticity:
Focus less on decoding and more on comprehension
Reading to Learn:
9-14 Years Old (Year 4+ Lower High)
Reading to gain i___________
Reading to learn about world conventional kn___________
Improving sustained skill: l______
Improving c___________ of text
Reading to Learn:
9-14 Years Old (Year 4+)
Reading to gain information
Reading to learn about world conventional knowledge
Improving sustained skill: length
Improving complexity of text
Reading Multiple Viewpoints:
14-18 Years (Middle to Upper High)
Difficult c_______ and vocabulary
Multiple sets of facts, th______, perspectives
Compare i_____________, contrasting o_________ etc.
Reading Multiple Viewpoints:
14-18 Years (Middle to Upper High)
Difficult concepts and vocabulary
Multiple sets of facts, theories, perspectives
Compare information, contrasting opinions etc.
Construction and Reconstruction:
Adult Literacy
Where to s_________ info
Discern qu_________
Selective text p________ to read
Levels of d_____ for purpose/context
Construction and Reconstruction:
Adult Literacy
Where to source info
Discern quality
Selective text portion to read
Levels of detail for purpose/context
Reading Skill Development Stages:
Initial D__________: 5-7
Developing F_______: 7-8
Reading to L_______: 9-14
Multiple V________: 14-18
Construction and R_____________: Adult
Reading Skill Development Stages:
Decoding: 5-7
Developing Fluency: 7-8
Reading to Learn: 9-14
Multiple Viewpoints: 14-18
Construction and Reconstruction: Adult
Stages of Spelling Development:
E___________ Spelling: 3-5 years
Beginning to draw letters
L_______-Name Spelling: 4-9 years
Sounding out- PGC
Word Families: -at, -op,
W_______ Words: 6-12 years
More complex spelling PGCs:
Long vowel sounds (ai, i-e), consonant patterns (ng, ck)
S______ Juncture Spelling: 8-12 years
Longer words and rules:
double letter, -le=bottle, homophones and common morphemes (ing, ed)
D_________ Constancy:
Learning root words, how they are similar based on their derivation
Stages of Spelling Development:
Emergent Spelling: 3-5 years
Beginning to draw letters
Letter-Name Spelling: 4-9 years
Sounding out- PGC
Word Families: -at, -op,
Within Words: 6-12 years
More complex spelling PGCs:
Long vowel sounds (ai, i-e), consonant patterns (ng, ck)
Syllable Juncture Spelling: 8-12 years
Longer words and rules:
double letter, -le=bottle, homophones and common morphemes (ing, ed)
Derivational Constancy:
Learning root words, how they are similar based on their derivation
Systematic Structured Synthetic Phonics:
S__________ and S____________:
PGCs taught through structured, systematic, incremental and sequential scope and sequence.
S___________:
Using PGC knowledge and blending through the word to read, not guessing etc.
Using segmenting skills to break word apart into sounds for spelling.
R__________:
Reading and spelling, taught as a reversible process for reading and spelling.
Systematic Structured Synthetic Phonics:
Systematic and Structured:
PGCs taught through structured, systematic, incremental and sequential scope and sequence.
Synthetic:
Using PGC knowledge and blending through the word to read, not guessing etc.
Using segmenting skills to break word apart into sounds for spelling.
Reversible:
Reading and spelling, taught as a reversible process for reading and spelling.
Child Factors that impact on literacy development and skills:
Poor o_____ l_________ (particularly in grammar and narrative)
S______ s________ disorders and phonological impairment
Difficulty with ph____________ a___________ skills or GPC kn_________
A_______ Deficits
S____ Skill difficulty and a_________ to school issues
Child Factors that impact on literacy development and skills:
Poor oral language (particularly in grammar and narrative)
Speech sound disorders and phonological impairment
Difficulty with phonological awareness skills or GPC knowledge
Attention Deficits
Social Skill difficulty and adapting to school issues
Environmental Factors:
Low m____________ education
F________ H_______ of language issues
Social d__________
Limited home literacy e____________
Unexpected low b____ w______
Environmental Factors:
Low maternal education
Family History of language issues
Social disadvantage
Limited home literacy environment
Unexpected low birth weight
