READING

• What is pseudo-reading?

  where the child pretends to read the book when the adult is reading it to them
• what does early reading help children establish?

  the phoneme grapheme correspondence
• what is a grapheme?

  a letter or a group of letters that represent a sound
• What is a phoneme?

  the sound that the letter or group of letters represent
• what do picture books encourage in children?

  establish the link between letters and sound
• what are the two major approaches to teaching reading?

  whole world approach / look and say

  phonic approach / sounding out
• what is the whole world approach?

  teaches children to recognise individual words as wholes rather than as units made up of individual letters or sounds
• what is the phonic approach?

  focusses on the sounds of letters. Taught the relationship between letters and sounds and are encouraged to use this to construct or decode words
• what is synthetic phonics?

  teaches children phonemes independently from reading. once phonemes are learned then the child can blend them to pronounce word
• what is analytic phonics?

  doesn't teach individual phonemes but instead breaks words down into key sections. Words divided into onset and rime.

  Encourages children to recognise commonly recurring patterns in words
• what is the onset?

  the opening sound, usually one or two letters
• what is the rime?

  the rest of the word
• What are the skills needed for reading?

  need to understand that there is a relationship between written symbols and sounds

  written texts are cohesive, different bits relate to eachother

  organised according to number of conventions - from left to right, top to bottom etc

  different genres are organised in different ways

  books reflect the culture that produced them
• What features help new readers read?

  chronological order

  Spoken language features (eg alliteration, assonance, repetition, use of and, idioms)

  Story grammar

  using phrasal verbs for clarity

  use concrete nouns, avoid pronouns

  using pictures

  not separating subject from verb

  avoiding passive voice

  avoiding ellipsis

  placing line breaks at end of sentences
• What are reading cues?

  features that help them to understand the text
• what are the types of reading cues?

  graphophonic

  semantic

  visual

  syntactic

  contextual

  miscue
• what are graphophonic cues?

  looking at shape of words and linking then to familiar graphemes or words to interpret them
• what are semantic cues?

  understanding the meanings of words and making connections between words in order to decode new ones
• what are visual cues?

  looking at pictures and using the visual narrative to interpret unfamiliar words and ideas
• what are syntactic cues?

  applying knowledge of word order and word class to work out if a word seems right in the context
• what are contextual cues?

  searching for understanding in the situation of the story, comparing to own experience or their pragmatic understanding of social conventions
• what is a miscue?

  making errors when reading, may miss a word or substitute for another that looks similar or guess a word from accompanying pictures
• Examples of difficulties in reading

  nothing to support the child’s interpretation of the language (MKO)

  Written language lacks prosodic features (No audible signals)

  Difficult grammatical structures

  Writing may be hard to read for physical reasons

  Unfamiliar vocabulary and subject matter
• why do children make errors in reading?

  prediction

  segmentation difficulties

  ellipsis
• what is prediction?

  when we read we naturally predict what will come next so words may be misread
• what are segmentation difficulties?

  children strive to complete a sentence at the end of the line so read across punctuation in the middle of a line
• how can ellipsis cause errors?

  can lead to ambiguity. adding determiners helps sentences make sense