READING

READING

1. MODELS

   • The simple view of reading (cognitive factors
     • Decoding X language comprehension = reading comprehension
     • Identify dyslexia, hyperlexia, and garden variety poor reading
     • scarborough's reading rope: word recognition and language comprehension
     • Componential model
       • Dual-role theory
         • Active view of reading
           • Construction-integration model
             • First, readers generates a set of propositions or ideas about the text during the reading. Second, the reader must choose the best interpretation based on the available evidence and context
           • Vocabulary, morpholofy and fluency influence both sides of the simple view of rwading and cannot be adequately explained by it
         • Two pathways: phonological and ortographic
       • Cognitive factors
         • Decoding and language comprehension
       • psychological factors
         • Motivation and interest, learned helplessness, teachers' expectations
       • Ecological factors
         • Home and classroom environment, parent engagement, and dilect differences

2. Command center

   • THE BRAIN
     • It transforms the shapes of letters into the sounds of spoken language.
       • Reading disabilities?
         • The brain scans of students with dyslexia are different.
           • - The brains are less active in the left hemisphere. - The brains are overactive in other areas to compensate.
     • Regions related to reading
       • Visual cortex
         • Perceive letters and words
       • Phonological cortex
         • Maps the sounds to letters
       • Semantix cortex
         • Stores word meanings
       • Syntactic cortex
         • Understand the structure of sentences
     • Two hemispheres
       • Divided in lobes
         • Frontal lobe
           • Processing speed sounds as we listen and speak
         • Parietal-temporal lobe
           • Word analysis, sounding out words
         • Occipital lobe
           • Letter-word recognition, automaticity, and language comprehension

3. TYPICAL DEVELOPMENT

   • Reading is a complex skill that we are taught over time.
     • Pre-K
       • End of kindergarden
         • End of grade 1
           • End of grade 2
             • Grades 3 and 4
               • Middle and secondary levels
                 • Typical readers are developing higher-order comprehension abilities in reading, such as integrating information from a variety of sources, reconciling differences in viewpoints across texts, and appreciation of literary symbolism and theme.
               • Typical readers can decode most unfamiliar words quickly and easily and recognize the most common words automatically. hus, their reading fluency is generally well-established by this point.
             • Children have an increasing ability to decode unfamiliar long words, including words with consonant-le, phonetically regular two-syllable words, and some multi-syllable words, especially words in their oral vocabulary.
           • Children can decode a wide variety of unfamiliar one-syllable, phonetically regular words, including words with closed syllable patterns and vowel combinations.
         • Children recognize all or nearly all letters, both upper case and lower case. They can name and give sounds for single letters, especially consonants, and they may also know some short vowel sounds.
       • Many children do not grasp the alphabetic principle and do not understand that printed words need to be “decoded” with attention to letters and letter patterns.