Reading

Seite 1

BOOK STAGES

Baby/toddler books

Focus on speech development

Provide pictures for children to label (Jean Aitchinson labelling, networking and packaging)

Relevant hypernyms/hyponyms

Nouns and adjectives most common

Objects that are most likely in child’s environment

Children like things like animals that move, produce noise, etc

Early Stages

Read to children

More advanced lexis/grammatical structure

Young Readers

Help child to read

Lots of rhyme/sequences/graphology

Reading Schemes

Read at school

Help formal learning - not commercial

Acquire literacy skills

Independent Reader

8 years old

Read of own accord

Books tend to be informative, instructive but entertaining eg Horrible Histories

Seite 2

4 STAGES OF READING DEVELOPMENT

Emergent Reader

preschool/nursery

Taught to enjoy books with colour, graphology, font

Can recognise patterns

Attempting to predict

Sharing the experience - reading for enjoyment rather than caring what happens at the end

Early Reader

Strategies to confirm predictions - rhyming patterns, repetition, reading rest of sentence

Visual cues

Graphology holds interest

Read for meaning

Incorrect predictions and risk taking

Transitional Reader

Reading scheme

Find out information

Good pace

Struggling with speed of reading means struggling with comprehension

Sound out sentences, use graphology, etc for prompt

Each book introduces a few new words

Fluent Reader

Independent

Longer more complex stretches

Graphology gradually replaced with text

Smaller font

Seite 3

Children need to know that texts...

Have a relationship between phonemes and graphemes

Cohesion - stay logical n well constructed

Organised with chapters, etc

Differ according to genre eg non fiction

Represent a culture eg japanese read back to front

Seite 4

Jeanne Chall Reading Stages

Pre Reading/pseudo reading (birth to ages 4-6)

Pretends to read

Memorises

Caregiver reads to the child

Gain some understanding about the structure of lexis (e.g letters of the alphabet)

Rhyme, alliteration

Initial reading (ages 6-7)

Learning sets of letters (phonemes) and linking them to words

Getting some words and sounds right

A lot of encouragement from the caregiver

‘Guessing and memory game’

Phonetics

Pictures and words

Understand up to 4000 words and read 600

Slow sounding out of words + excessive thinking time

Confirmation and Fluency (ages 7-8)

Greater sense of text as a whole

Less pauses and less visual cues

Caregiver reassurance/child pauses for confirmation

Fluency and speed

Reading for Learning (ages 9-13)

Non-fiction texts

Learning about world around them

Textbooks, etc

Multiple Viewpoints (ages 14-18)

Analyse the provenance of texts

Multiple viewpoints on one topic and ability to form own opinion

Facts and concepts

Construction and Reconstruction (ages 18+)

The ability to condense multiple texts and use them in your own work

Creating own academic texts

Simplify information and explain it to someone else

Knowing what to read and not what to read

Seite 5

ANALYTIC VS SYNTHETIC

Analytic vs Synthetic

Importance of each sound

Analytic: emphasis on initial sound (s in sun) which is problematic for long words and encourages guessing

Synthetic: each phoneme is important, the s in sun is just as important as the u in sun and the n in sun

Position

Analytic: emphasis on initial sounds, onset, rhyme, and word families

Synthetic: emphasis on hearing and identifying the phonemes in all positions rather than individually

Speed

Analytic: slow - perhaps 1 sound a week. Unnecessarily slow and delays reading process

Synthetic: 8 sounds over 2 weeks - reading learned from the onset

Spelling

Analytic: tackled separately for every word

Synthetic: alphabetic code is reversible - if you can read a word it can be spelled

Guessing

Analytic: encouraged, initial sound e.g s in sun and the rest can be guessed, works for short words but more problematic with longer words

Synthetic: phonics need to be taught and language explained, no guessing needs to be involved

Alphabet

Analytic: alphabet essential - concentrates only on the 26 letters, however this is problematic for different spellings. E.g the s phonic in place, kiss and sell

Pronunciation

Analytic: s taught as suh instead of sss means that blending doesn’t work and pronunciation is wrong

Synthetic: more emphasis on teachers (caregivers) pronouncing phonemes correctly, like ay for a. Means that children are learning correct pronunciation from the very beginning

Analytic

Break down full words into phonemes (smallest unit of sound) and graphemes (the way the phonic is written) and look for patterns

Decode words by separating them into smaller bits (onset, the vowel/syllable at the beginning, and rime, the rest of the word)

Use rhyme or analogy to learn words with similar patterns e.g the cat sat on the mat

Recognise one letter sound at a time, see pictures showing words with same letter

Guessing encouraged

Learn initial sounds first, then middle sounds, then final sounds + consonant blends (th ch)

Competent readers within 3 years

Synthetic

44 phonemes + graphemes (1 ph can be rep by diff graph e.g ough ow and oa

Blend ph and graph to pronounce each word phonetically

Memorise phonemes quickly (⅚ a week)

Multisensory: see, listen and use an action

More logical approach

Whole class teaching groups

No reading schemes

Seite 6

Cues

Graphophonic: understand meanings, make connections and decode new ones

Semantic: apply knowledge of word order n word classes to see if it sounds right

Visual: make errors (miss a word or substitute another) or guess a word from graphology

Syntactic: look at pictures and use visual narrative to interpret unfamiliar ideas

Contextual: look at the shape of words n link them to familiar words to interpret