Language Aquisition - created from Mind Map

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Reading and Writing

Learing to read

Approaches

schools tend to use a mixture of the approaches as some children respond better to one method than another

The phonics approach

Approach involves letters and letter combinations in terms of sounds. e.g cow =/c/ /ow/

it is useful for words such as latch which are pronounced as they are written

it is less useful for words like through which do not sound like they are written

it only focuses on sounds and letters rather that on the meanings of the words

The look and say approach

involves recognising whole words by sight alone rather than breaking them down into separate phonemes

focuses on the meaning of the words and teaches children to recognise common words like, and, see,went etc

relying on this method requires children to memorise a large number of words and doesnt give them the skilld to wouk out the sound or meaning of unfamiliar words.

the psycholinguistics approach

this approach sees reading as a natural development that comes from being in an enviroment where books are read valued and available.it is an active approach to reading.

the reader is given responsibility for working out what a word means rather than being told.

when children cant read a word they are encouraged to work out the meaning by looking at the rest of the sentence and other clues such as illistration encouraged to focus on meaning rather than work out symbols. makes aware importance of context

criticised as it leaves a lot to chance

most schools use a range of approaches this also ensures that children develop a range of skills. The PHONETIC approach teaches them to recognise symbools while the LOOK AND SAY and PSYCHOLINGUISTIC approaches teach the importance of meaning and context.

It is important that children practise reading outside of school. some reseaqrchers see this as the most important factor in improving a childs reading ability.

Stages of reading

PRE SCHOOL (up to age 5)

kids take part in activities tat prepare them for readin e.d jigsaws and matching pictures

they can turn pages of books by themselves and verbally create their own stories verbally

they begin to identify some individual letters, such as the first letter of their name and begin to match sounds to letters

between 5-6 years

this helps them distinginguish between different sizes, shapes and patterens. in turn this prepares them for identifying letters and combinations of letters.

the increase the number of letter-sound matches that they know

they realise that in english, letters on a page move from left to right and top to bottom

between 6-7 years

begin to recognise frequently used words

can read stories they are familliar with

can use a range of readin stratagies

recognise more words by sight

to read unfamiliar words they brak them down and sound them out.

start ti read with fluency

between 7-8 years

read more fluently and their vocab continues to increase

use reading stratagies accurately

they're better at working through individual sounds to read unfamiliar words.

Language Aquisition