Written Language (Child Language Acquisition) Flashcards
Graphemes and Phonemes
Graphemes: letters
Phonemes: sounds
Phonemes and Graphemes correlate with each other.
Synthetic Phonics
where children first learn phonemes and how they can be represented (by letters) and then this is applied to words.
Analytic Phonics
where children guess words based on the word’s onset and rime. Learnt as reading develops.
Start of Writing
it can be argued that writing starts as soon as written words are seen and links between graphemes and words are made. The process also involves first picking up a pen and scribbling.
Early reading enables young children to begin to see phoneme graphemes correspondence. This enables them to move from spoken to written language.
Jean Chall 1983 (reading)
suggested stages through which children learn to read.
-Pre reading or pseudo reading: (up to 6)have been read to by caregivers and may imitate reading. They might be able to identify some letters
-Initial reading and decoding: (6-7) decode words to read and understand basic texts. may identify familiar whole words or recognise letters and blend sounds together to sound out words. can make reading process slower and can hamper understanding of the text as a whole
-confirmation and fluency: (7-8) becomes faster. children will be able to decode words more readily and read with some fluency. There will be a greater sense of the text as a whole
-reading for learning: (9-13) rather than learning to read, student, they read in order to learn. might be accessing a wider range of texts by this point and reading to obtain facts and scanning for the most relevant details
-multiple viewpoints: (14-18) students begin to recognise how meaning can be conveyed in different ways or with a different focus. They will become more critical readers recognising bias and influence
-construction and reconstruction: (18+) can read a range of sources and synthesise these in order to develop their own interpretations. They can skim and scan efficiently and recognise what is and is not important to read
Approaches to teaching reading
Initially, children are explicitly taught methods to make sense of texts. Accepted approaches are the phonic approach and the look and say approach.
-look and say approach: children identify familiar words as a whole to then read them accurately. used alongside phonic approach usually
-phonic approach: children blend sound within a word to decode the whole word. also teaches them to write themselves. can be divided into synthetic and analytic phonics
Worksheets and scaffolding
how teachers can support children in reading/writing
Phonetically Plausible
If the graphemes could produce the intended sound, despite perhaps being spelt incorrectly.
Factors in the process of writing development
-It is helpful for children to see printed text at an early age. It can help oracy as well as their literacy.
-It is difficult to progress in literacy if spoken development is behind.
-Cognitive awareness of how language works needs to be in place before writing can develop.
-Lexical range and grammar and syntax are needed to start writing words and then eventually written sentences.
Fine Motor Skills
carers actively encourage children to use a tripod grip which allows more controlled movement. These allow children to write letters that are the right size.
These are refined from gross to fine. can explain why writing is initially overlarge and imprecise and gradually becomes less of an issue
Directionality
writing from left to right. reading or looking at books helps develop an awareness that writing is positioned from left to right on a page and is usually in straight lines. Early books might instruct children to hold the book up the right way. Early writers may struggle with syntax and straight lines, so they may be given widely spaced lines.
Cognitive awareness
learning how words are presented or encoded into written form is a cognitively challenging part of learning to write. usually learnt alongside decoding and the connection between phoneme and graphemes.
Emergent Writing
before they can write coherent letters or words, they are in the emergent stage. Child understands that writing represents words on a page but do not have the skills to be able to do it themselves. they may be able to produce recognisable letters but these might not make sense when placed together
Barry Kroll 1981(writing)
four stages in writing process. ages for each stages aren’t definitive but added by Katherine Perera, whose research focused on development of writing
-Preparatory stage (up to 6): developing fine motor skills, practising holding pen and pencil and basic spelling
-Consolidation (7-8): writing as they speak in usually short declarative sentences using conjunctions. will usually be and or but. sentences often incomplete
-Differentiation (9-10): between speech and writing. styles of writing are understood. still errors and writing guides might be provided. writing might be able to reflect thoughts and feelings.
-Integration stage (mid-teens): children develop a personal stye of writing and can alter their writing depending on audience and purpose
Creative Model for teaching writing
argues a child should be allowed to experiment creatively and without strict correction and becoming more accomplished through trial and error. they will be less afraid of making mistakes if the focus is not on accuracy.
Rule Based Model for teaching writing
equally, when a child understands the conventions of writing, progress will become more rapid and they will more easily move to producing a text that is understandable and appropriate for the audience and purpose
can be argued that children being given rules could stifle individual language patterns or idiolect and placing emphasis on accuracy can limit creativity
Primary school Key Stage steps
Primary school key stage tests at the end of KS1 places emphasis on children being able to proof read their work for spelling, punctuation and grammar. by the end of KS3, the expectation is that students should be taught to write accurately, fluently and effectively. and at length for pleasure and information. To achieve a high degree of success in English, it is important that rules are understood.
John Abbott on Rule Based Vs Creative
John Abbott used the metaphor of batter hens or free range chickens to describe the approaches
Split diagraph
hop->hope, the effect of the e on the o sound. hop becomes hopping (consonant doubled), hope becomes hoping
Jean Rothery
1980s, introduced an infuential model for literacy that considered a more functional approach; looking at what the purose of the writing is and how this can be best fulfulled. made four categories that appeared most in early writing
Jean Rothery’s types of early writing
-observation/comment: simplest type of writing. A child observes something and makes a comment
-recount: subjective, chronological account of an event. takes the structure of orientation event and reorientation.
-report:a report is an objective and factual description of an event or thing rather than the more subjective recount. students might produce non-chronological reports on a day, focusing on ideas, events and themes in general rather than in order
-Narrative: hardest as it involves orientation, complication, resolution and coda (moral)
Britton’s model
suggested three key types of writing.focuses on the purpose of writing and the style required to fill it
-expressive:develops first. takes first person and enables children to explore their own identity and preferences through writing. Supports egocentrism
-Poetic: is literary. is often encouraged in early writing, allows children to be creative while encouraging them to think about the craft of writing, including imagery, phonology, etc.
-Transactional: is wordy. seen as when the writer is able to separate their own identity from the writing so the writer has been able to become entirely detached from the context of the writing. takes on an impersonal tone
Environmental Factors
children will have reached emergent writer before starting school. may be able to draw a picture and write a few letters or words. school and the input of teaching staff are arguably the most influential factors in learning to write at this stage
In the UK children usually start school following their 4th Birthday. there is a difference between four and five year olds, particularly in fine motor skills.
The Early Years Foundation Stage Statutory Framework 2012
-children use phonic framework knowledge to write words in ways that match their sounds. Write some irregular common words. Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are plausible
-the aim by the end of their first year is for children to show development n relation to spelling, orthography and grammar, with words being plausible even if wrong. becomes increasingly cohesive.
