reading acquisition

reading acquisition

1. basics

   • can't occur without parental help
   • must develop an ear for language
   • needs to be exposed to written language
   • adults should point out words
   • child should see reading as pleasurable and necessary
   • books on tapes help
   • children will soon be able to join in/ read it themselves
   • should develop a love of books - good for interaction

2. bruners LASS

   • 1. gaining the babies attention on a picture
   • 2. query - asking the baby what the object in the picture is
   • 3. label - telling the baby what something is
   • 4. feedback - responding to babies utterance
   • language acquisition support system (caregivers)

3. analytic phonics

   • using picture cues
   • starts with whole words learnt by global shape
   • texts with a repetitive, predictable sentence
   • introducing the alphabet to a child
   • keyword sight vocabulary - blending away from the text

4. synthetic phonics

   • reading stories and exercises
   • decodable texts
   • teaches regular keywords (tricky words)
   • teaches phonemic awareness e.g. cat is c-a-t
   • read words using sound blending
   • 44 sounds and corresponding letters (digraphs)
   • 6 weeks - rapidly learn letter phonemes (mm, ff, ss)

5. how reading should be taught

   • whole word schemes
     • word choice can be random
     • not linked to experiences
     • recognises words as a whole
     • larger sentences produced
   • psycholinguistic approach
     • environment where books are read
     • reading is a natural development
     • shows responsibility
   • phonetics
     • letter sound relationship - encourages to sound out
     • rational for sounding out - blending can't be done

6. jeanne chall

   • stage 0: pre reading/psuedo
     • pretends to read/ identify/ write their name
   • stage 1: initial reading and decoding
     • make links between sounds and letters - speaking more advanced
   • stage 2: confirmation and fluency
     • consolidate and increase reading skills/vocab
   • stage 3: reading for learning
     • gain knowledge and pleasure from learning
   • stage 4: multiplicity and complexity
     • reading more complex material
   • stage 5: construction and reconstruction:
     • young adults are confident, rapid readers

7. reading cues

   • miscue - making errors when reading (miss a word and replace with another similar)
   • graphophonic shape of words - linking to graphemes
   • semantic - meaning of words - making connections
     • decode new ones
   • visual - looking at the pictures and using visual narrative to interpret unfamiliar words or ideas
   • syntactic - applying knowledge of word order or word classes/ to work out if a word fits a context
   • contextual - understanding a situation or story - comparing to own experience or understanding of social conventions
   • miscue - making errors whilst reading - a child could substitute or guess