language & literacy in the school years. objectives 1. you will be able to describe 5 components...
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Language & Literacy Language & Literacy in the School Yearsin the School Years
ObjectivesObjectives1.1. You will be able to describe 5 You will be able to describe 5
components of skilled reading.components of skilled reading.
2.2. You will be able to describe and contrast You will be able to describe and contrast different approaches to reading different approaches to reading instruction. instruction.
3.3. You will be able to describe and provide You will be able to describe and provide examples of metasemantic, examples of metasemantic, metasyntactic, and metapragmatic metasyntactic, and metapragmatic awareness. awareness.
ObjectivesObjectives4.4. You will be familiar with features of You will be familiar with features of
narrative development.narrative development.
5.5. You will be able to discuss cultural You will be able to discuss cultural differences in narrativesdifferences in narratives
6.6. You will be able to describe and You will be able to describe and provide examples of several provide examples of several aspects of creative language useaspects of creative language use
Language & LiteracyLanguage & Literacy
The relationship b/w spoken & The relationship b/w spoken & written wordswritten words
The relationship b/w spoken The relationship b/w spoken language & reading/writinglanguage & reading/writing
Phonological AwarenessPhonological Awareness
DefinitionDefinition Development of Phonological Development of Phonological
AwarenessAwareness– Identifying # of syllablesIdentifying # of syllables– Analyzing syllables into constituentsAnalyzing syllables into constituents
SignificanceSignificance Causes Causes
Later Lexical DevelopmentLater Lexical Development
Relationship to readingRelationship to reading Size of children’s vocabularySize of children’s vocabulary Reason for increaseReason for increase
Contextualized v. Contextualized v. Decontextualized LanguageDecontextualized Language
Oral Language Written Language
Contextualized Face-to-faceconversation
about here & now
menus, labels,some signs
Decontextualized Narratives &lectures
Almost all writtenlanguage
Characteristics of Characteristics of Decontextualized LanguageDecontextualized Language
Distance b/w sender & receiverDistance b/w sender & receiver Use of complex syntactic structureUse of complex syntactic structure Permanency of the informationPermanency of the information Autonomous (rather than interactive) Autonomous (rather than interactive)
establishment of truthestablishment of truth Explicitness of referenceExplicitness of reference High degree of cohesionHigh degree of cohesion
Hoff-GinsbergHoff-Ginsberg
Phases in Development of Phases in Development of Early Narrative AbilitiesEarly Narrative Abilities
1st Phase - Elicited information1st Phase - Elicited information– Styles of adult supportStyles of adult support
2nd Phase - Less questioning by 2nd Phase - Less questioning by adultsadults
3rd Phase - Include more unique 3rd Phase - Include more unique informationinformation
Stages of Narrative Stages of Narrative Development Development
Applebee’s SystemApplebee’s System Stage 1 - Heap StoriesStage 1 - Heap Stories
– 2-3 years of age2-3 years of age– Consist ofConsist of
labelslabels descriptions of eventsdescriptions of events
– Contains no themesContains no themes
(Paul, 1995)(Paul, 1995)
Stage 2 - Sequence StoriesStage 2 - Sequence Stories
3 year olds3 year olds Child labels events that involve a key Child labels events that involve a key
theme, character, or setting.theme, character, or setting. No plotNo plot Temporal or causal relationships not Temporal or causal relationships not
provided. provided.
Stage 3 - Primitive Stage 3 - Primitive NarrativesNarratives
4 - 4 1/2 year olds4 - 4 1/2 year olds Narrative contains a core character, Narrative contains a core character,
object or event.object or event. ContainsContains
– initiating eventinitiating event– an actionan action– a consequence of that actiona consequence of that action
No real ending or resolutionNo real ending or resolution
Stage 4 - Chain NarrativesStage 4 - Chain Narratives
4 1/2 - 5 year olds4 1/2 - 5 year olds Some cause & effect or temporal Some cause & effect or temporal
relationshiprelationship Weak plotWeak plot Attributes or characters of plot not Attributes or characters of plot not
providedprovided Ending may not be logicalEnding may not be logical
Stage 5 - True NarrativeStage 5 - True Narrative
5 - 7 year olds5 - 7 year olds Contains:Contains:
– themetheme– central character (& motivations)central character (& motivations)– plotplot
Events are logical & temporal.Events are logical & temporal. Ends with a resolution of the Ends with a resolution of the
problem.problem.
Narrative Development Narrative Development During School AgeDuring School Age
Types of Narratives/GenresTypes of Narratives/Genres– Personal narrativesPersonal narratives– ScriptsScripts– StoriesStories
Children’s abilitiesChildren’s abilities
What Makes a Good Story?What Makes a Good Story?
Story CoherenceStory Coherence Story GrammarStory Grammar
– SettingSetting PlacePlace CharactersCharacters
– EpisodesEpisodes Initiating eventInitiating event ProblemProblem ResolutionResolution
What Makes a Good Story?What Makes a Good Story?
Linguistic CohesionLinguistic Cohesion Use of conjunctionsUse of conjunctions PronominalizationPronominalization
– Description of individual picturesDescription of individual pictures– Thematic subject strategyThematic subject strategy– Anaphoric referenceAnaphoric reference
Narratives & CultureNarratives & Culture
Home/school match/mismatchHome/school match/mismatch
Topic-focused narrativesTopic-focused narratives
Topic-associated narrativesTopic-associated narratives
Metalinguistic DevelopmentMetalinguistic Development
Stage 1Stage 1: : Literacy SocializationLiteracy Socialization
Distinguish print from nonprintDistinguish print from nonprint
Know how to interact with booksKnow how to interact with books
Metalinguistic DevelopmentMetalinguistic Development
Stage 2Stage 2: : Word Consciousness, Word Consciousness, Segmentation, ComprehensionSegmentation, Comprehension
Recognize word boundariesRecognize word boundaries Discuss parts of speechDiscuss parts of speech Separate words into syllablesSeparate words into syllables Unable to understand 1 word can Unable to understand 1 word can
have different meaningshave different meanings
Metalinguistic DevelopmentMetalinguistic Development
Stage 3Stage 3: : Segmentation & Segmentation & ComprehensionComprehension
Understand verbal humor w/ Understand verbal humor w/ linguistic ambiguitylinguistic ambiguity
Understands words can have several Understands words can have several meaningsmeanings
Types of Metalinguistic Types of Metalinguistic AwarenessAwareness
MetasemanticMetasemantic– Word AwarenessWord Awareness
comprehension of term “word”comprehension of term “word” understanding that words are “units”understanding that words are “units” understanding that relationship b/w understanding that relationship b/w
phonemes & referents are arbitraryphonemes & referents are arbitrary
Types of Metalinguistic Types of Metalinguistic Awareness Cont’Awareness Cont’
MetasyntacticMetasyntactic– correct ungrammatical sentences correct ungrammatical sentences
presented to thempresented to them
MetapragmaticMetapragmatic– explain social rulesexplain social rules
Review QuestionReview Question
A child who understands the term A child who understands the term “word” refers to units of the “word” refers to units of the language system has:language system has:
A. Metasyntactic awarenessA. Metasyntactic awareness B. Metapragmatic awarenessB. Metapragmatic awareness C. Word awarenessC. Word awareness D. Overcome word retrieval D. Overcome word retrieval
difficultiesdifficulties
Tarzan learns to readTarzan learns to read How did you learn to read?How did you learn to read?
– Is it Is it commoncommon to learn to read without to learn to read without instruction?instruction?
– Is it Is it possiblepossible to learn to read without to learn to read without instruction?instruction?
More questions about More questions about readingreading
Is it possible to understand a written Is it possible to understand a written language if you have no contact with language if you have no contact with the users of the language? Of any the users of the language? Of any language?language?
Did Tarzan have metalinguistic Did Tarzan have metalinguistic awareness? Can you learn to read awareness? Can you learn to read without that?without that?
Literacy Experiences at Literacy Experiences at HomeHome
Emergent literacyEmergent literacy What is learnedWhat is learned
– Environmental printEnvironmental print– Conventions of printConventions of print– Functions of literacyFunctions of literacy
Home Support of LiteracyHome Support of Literacy
Uses of literacy in the homeUses of literacy in the home Parental engagement of children in Parental engagement of children in
literacy experiencesliteracy experiences SES differencesSES differences Cultural differencesCultural differences
Literacy in Trackton & Literacy in Trackton & RoadvilleRoadville
Similarities b/w communitiesSimilarities b/w communities
Differences b/w communitiesDifferences b/w communities
Implications for literacy instructionImplications for literacy instruction
Components of ReadingComponents of Reading
Phonemic AwarenessPhonemic Awareness
Letter recognitionLetter recognition
Grapheme-phoneme correspondence Grapheme-phoneme correspondence
rulesrules
Components of Reading Components of Reading Cont’Cont’
Word recognitionWord recognition– decoding skillsdecoding skills– sight-word vocabulariessight-word vocabularies
Semantic knowledgeSemantic knowledge– Refers to “all information about a word”Refers to “all information about a word”
Components of Reading Components of Reading Cont’Cont’
Comprehension & interpretationComprehension & interpretation– Successful comprehension depends onSuccessful comprehension depends on
automatic word recognitionautomatic word recognition vocabulary sizevocabulary size working memoryworking memory world knowledgeworld knowledge
Chall’s Model of Reading Chall’s Model of Reading DevelopmentDevelopment
Stage Age Features 0 6 mos - 6 yrs
Preschool, K “Pretend” reading Prints own name Recognizes some signs
1 6-7 yrs Grade 1,
Beg Grade 2
Learns G-Ph Rules Sounds out 1 syllable words Reads simple texts
2 7-8 yrs Grades 2-3
Reads simple texts fluently Basic decoding skills improve Sight vocab & meaning
Chall’s Model of Reading Chall’s Model of Reading Development Cont’Development Cont’
Stage Age Features 3 9-14 yrs
Grades 4-9 Reads to learn new knowledge Reads info from a single perspective
4 15-17 yrs Grades 10-12
Reads a wide range of materials from a variety of perspectives
5 18 & older Reads w/ self-defined purpose Integrates own knowledge w/ knowledge of others Reads rapidly & efficiently
Children with Reading Children with Reading ProblemsProblems
DiagnosisDiagnosis Average - above average intelligenceAverage - above average intelligence No cognitive or social deficitsNo cognitive or social deficits
DyslexiaDyslexia Visual-perceptual deficitsVisual-perceptual deficits Linguistic processing disorderLinguistic processing disorder Single disorder v. clusterSingle disorder v. cluster Difficulties with phonological processingDifficulties with phonological processing
WritingWriting
Writing is a language activityWriting is a language activity Traditional Approach to writingTraditional Approach to writing Current/whole-language approach to Current/whole-language approach to
writingwriting
Benefits of Early “Writing” Benefits of Early “Writing” ExperiencesExperiences
Involvement in writing processInvolvement in writing process Helps learn relationship b/w speaking Helps learn relationship b/w speaking
& writing& writing Develop alphabetic principle by Develop alphabetic principle by
writing letters on their ownwriting letters on their own Exposes children to relationship Exposes children to relationship
between reading & writingbetween reading & writing
Writing DevelopmentWriting Development
1. Marks on paper1. Marks on paper
2.2. Controlled scribbling Controlled scribbling
3.3. Scribble stories Scribble stories
Writing Development Cont’Writing Development Cont’
4.4. Scribbles with letter awareness Scribbles with letter awareness
5.5. Word awareness Word awarenessode ef di ditode ef di dit
6.6. Inventory writing Inventory writingI love mom. I love dad.I love mom. I love dad.
7.7. Sentence writing Sentence writing
8. Paragraph writing8. Paragraph writing
Approaches to Reading Approaches to Reading InstructionInstruction
Reading as decodingReading as decoding Phonics methodsPhonics methods Bottom-up skillsBottom-up skills Teach decodingTeach decoding Focus of instructionFocus of instruction
Approaches to Reading Approaches to Reading InstructionInstruction
Reading for MeaningReading for Meaning Texts as sources of meaningTexts as sources of meaning Function over formFunction over form Sight vocabularySight vocabulary Top-down approachTop-down approach Whole-language & language Whole-language & language
experience approachesexperience approaches
Whole-Language ApproachWhole-Language Approach
Construct meaning from experienceConstruct meaning from experience Language is not separated into partsLanguage is not separated into parts Read aloud to childrenRead aloud to children Comprehension & production of oral Comprehension & production of oral
& written language are part of one & written language are part of one processprocess
Current Reading ApproachCurrent Reading Approach
Focus onmeaning
Stress oral &written langconnection
Integrationof decoding skills
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