School age literacy development Flashcards
(36 cards)
What are the best indicators of a child’s potential for success with reading and writing?
-Oral Language and metalinguistic skills
Oral Language and metalinguistic skills are important because:
- Early life experiences are so important
- The child who comes to kindergarten with limited oral language and minimal metalinguistic skills is already behind the 8 ball
New research is finding that for many children, esp. those who are at risk: (“Research on all-day kindergarten” www.education.com)
- Big help: all-day kindergarten
- Positive impacts on both social and academic skills
- Children especially learn to engage in increase child-child interactions
Written language skills are based on 2 major factors
- Environment
- Genetics
- genetic factors play a dominant role in the development of reading
THE PROCESS OF READING
- Reading requires decontextualized language processing and good narrative skills
- Poor readers exhibit poor narrative skills
- Thus, in early treatment we need to build child’s narrative abilities
Step 1 in reading:
- Decoding print
- Breaking a word down into its component sounds and then blending them together to form a recognizable word
The child brings their knowledge to the task
- Print on page
- Childs knowledge and skills
Step 2 in reading:
- Phonological awareness(PA)
- Knowledge of sounds and syllables and of the sound structure of words
- PA skills are essential to good reading, PA are the best predictor of spelling in elementary school
PA skills to teach
- Rhyming
- Number of syllables
- First sound
- Last sound
Tambyraja, Farquharson, Logan, & Justice (2015). Decoding skills in children with language impairment: Contributions of phonological processing and classroom performance. American Journal of Speech-Language Pathology, 24, 177-188.**
They looked at children with language impairment (LI) and measured their phonological processing and word decoding skills 2x during the academic year
-Kindergarteners and first graders
Tambyraja found that
- PA skills in fall significantly predicted spring decoding outcomes
- In treatment, it is important to focus on PA skills because they impact reading
Step 3 in reading:
- Morphological awareness (MA)
- The recognition, understanding, and use of word parts that carry significance
- For example, students need to understand that prefixes, suffixes, inflections, and root words are all morphemes which can be taken away from or added to words to change their meaning.
- More than 50% of English words are morphologically complex**
- Students with strong MA are able to approach a novel multisyllabic word and break it into parts in order to predict the word’s meaning.
- This helps in many areas: decoding, spelling, comprehension, and oral language
MA is especially critical because
- In 3rd grade, it becomes more important than PA in terms of Literacy Achievement
- Approximately 60% of the new written words school age children encounter by 3rd grade are morphologically complex
Good, Lance, & Rainey (2015). The effects of morphological awareness training on reading, spelling, and vocabulary skills. Communication Disorders Quarterly
-This study examined the impact of linguistically explicit instruction on the morphological awareness (MA) skills of 3rd grade children with language impairment
Good, Lance, & Rainey found that children who had explicit MA instruction:
- Did much better than controls in spelling, vocab, and reading
- Generalized knowledge to untaught words
- Improved in overall language and literacy skills
In Good, Lance, & Rainey study, what worked?
Discussion of rules
(e.g., “adding –ly means that an adjective becomes an adverb; an adverb is an adjective that modifies a verb”)
In Good, Lance, & Rainey study, what also worked?
- Word sorts
ex: stack words into piles based on affixes such as -ly and -able - Using visual blocks to separate affixes from base words and then join them
ex: fix—-able
In Good, Lance, & Rainey the study also
-Helped children increase their vocabulary knowledge in different contexts
Step 4 in reading
—comprehension
- Meaning is actively constructed by the interaction of words and sentences with personal meanings and experiences
- At the basic level is decoding
At the highest level of comprehension is
-Dynamic literacy: a reader is able to relate content to another knowledge
Step 5 in reading:
- Phological Awareness(how words sound)
- Visual perception(how you see the words)
- Print awareness(how words look)
- Word recognition(being able to recognize words
- Speed of lexical(word) retrieval
- Higher-level language and conceptual knowledge
What is Prereading?
- social rather than formal instruction—parents and children read together
- The more and earlier parents read, the greater the child’s oral lang and emergent literacy skills
Preschool children develop print awareness:
- Display an interest in sharing books
- Know how to hold a book right side up
- Identify the front and back of the book
- Identify the top and bottom of a page
- Look at and turn pages from left to right
- Identify the title on book cover
- Identify titles of favorite books
- Distinguish between pictures and print on a page
- Know where the story begins in the book
10, Identify letters that occur in their own names
Formal reading instruction
- Occurs in school
- Phonics: sound-letter correspondence in early grades
- By 7-8 years of age, most ch have the knowledge to become competent readers
