Language & Literacy in the School Years Objectives 1. 2. 3. 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 4. 5. 6. 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 Language & Literacy The relationship b/w spoken & written words The relationship b/w spoken language & reading/writing Phonological Awareness Definition Development of Phonological Awareness – – Identifying # of syllables Analyzing syllables into constituents Significance Causes Later Lexical Development Relationship to reading Size of children’s vocabulary Reason for increase Contextualized v. Decontextualized Language Oral Language Written Language Contextualized Face-to-face conversation about here & now menus, labels, some signs Decontextualized Narratives & lectures Almost all written language Characteristics of Decontextualized Language 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 Phases in Development of Early Narrative Abilities 1st Phase - Elicited information – Styles of adult support 2nd Phase - Less questioning by adults 3rd Phase - Include more unique information Stages of Narrative Development Applebee’s System Stage 1 - Heap Stories – 2-3 years of age – Consist of labels descriptions of events – Contains no themes (Paul, 1995) Stage 2 - Sequence Stories 3 year olds Child labels events that involve a key theme, character, or setting. No plot Temporal or causal relationships not provided. Stage 3 - Primitive Narratives 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 4 - Chain Narratives 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 5 - True Narrative 5 - 7 year olds Contains: – theme – central character (& motivations) – plot Events are logical & temporal. Ends with a resolution of the problem. Narrative Development During School Age Types of Narratives/Genres – – – Personal narratives Scripts Stories Children’s abilities What Makes a Good Story? Story Coherence Story Grammar – Setting Place Characters – Episodes Initiating event Problem Resolution What Makes a Good Story? Linguistic Cohesion Use of conjunctions Pronominalization – – – Description of individual pictures Thematic subject strategy Anaphoric reference Narratives & Culture Home/school match/mismatch Topic-focused narratives Topic-associated narratives Metalinguistic Development Stage 1: Literacy Socialization Distinguish print from nonprint Know how to interact with books Metalinguistic Development 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 Stage 3: Segmentation & Comprehension Understand verbal humor w/ linguistic ambiguity Understands words can have several meanings Types of Metalinguistic Awareness 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 Cont’ Metasyntactic – correct ungrammatical sentences presented to them Metapragmatic – explain social rules Review Question 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 Tarzan learns to read How did you learn to read? – Is it common to learn to read without instruction? – Is it possible to learn to read without instruction? More questions about reading 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? Literacy Experiences at Home Emergent literacy What is learned – – – Environmental print Conventions of print Functions of literacy Home Support of Literacy Uses of literacy in the home Parental engagement of children in literacy experiences SES differences Cultural differences Literacy in Trackton & Roadville Similarities b/w communities Differences b/w communities Implications for literacy instruction Components of Reading Phonemic Awareness Letter recognition Grapheme-phoneme correspondence rules Components of Reading Cont’ Word recognition – decoding skills – sight-word vocabularies Semantic knowledge – Refers to “all information about a word” Components of Reading Cont’ Comprehension & interpretation – Successful comprehension depends on automatic word recognition vocabulary size working memory world knowledge Chall’s Model of Reading Development Stage 0 1 2 Age Features 6 mos - 6 yrs “Pretend” reading Preschool, K Prints own name Recognizes some signs 6-7 yrs Learns G-Ph Rules Grade 1, Sounds out 1 syllable words Beg Grade 2 Reads simple texts 7-8 yrs Reads simple texts fluently Grades 2-3 Basic decoding skills improve Sight vocab & meaning Chall’s Model of Reading Development Cont’ Stage Age 3 9-14 yrs Grades 4-9 4 5 Features Reads to learn new knowledge Reads info from a single perspective 15-17 yrs Reads a wide range of Grades 10-12 materials from a variety of perspectives 18 & older Reads w/ self-defined purpose Integrates own knowledge w/ knowledge of others Reads rapidly & efficiently Children with Reading Problems 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 Writing Writing is a language activity Traditional Approach to writing Current/whole-language approach to writing Benefits of Early “Writing” Experiences 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 Writing Development 1. Marks on paper 2. Controlled scribbling 3. Scribble stories Writing Development Cont’ 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 Approaches to Reading Instruction Reading as decoding Phonics methods Bottom-up skills Teach decoding Focus of instruction Approaches to Reading Instruction Reading for Meaning Texts as sources of meaning Function over form Sight vocabulary Top-down approach Whole-language & language experience approaches Whole-Language Approach 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 Current Reading Approach Focus on meaning Stress oral & written lang connection Integration of decoding skills
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