learning to read/write

• literacy techniques young children use 


  alliteration

  rhyme

  pre-modification

  repeated grammatical structures

  assonance

  rhythm

  familiar discourse patterns
• frank smith


  reading shouldn't be broken down into component parts. the child shouldn't be given oversimplified texts
• draw upon the cue systems when reading

  semantic cues - using knowledge and experience of stories to predict events, phrases and words

  syntactic cues - drawing on knowledge and experience of patterns in oral and written language to predict text

  grapho-phonic - using knowledge of relationships between sounds and symbols to read particular words
• Jeanne A Chall (1983) pre-reading and pseudo reading 


  (up to age 5)children pretend to read, turning pages of a book and repeating a story that has already been read to them. increasingly able to name letters and start to write their own name
• Jeanne A CHall (1983) initial reading and decoding

  begin to learn the relationship between sounds and letters. able to read simple texts. understating of spoken language is ahead of their understanding of written language. child understands around 4000 spoken words and only 600 written (5-7 years)
• Jeanne A Chall (1983) confirmation and fluency 


  period of consolidation during children steadily increase their reading skills and vocabulary. children understand around 9000 spoken words and only 3000 written. (ages 7-8)
• Jeanne A Chall (1983) reading for learning 


  becomes a means of gaining knowledge and pursuing inivudal interests . tackles a wider range of reading material (ages 9-14 years)
• Jeanne A Chall (1983) multiplicity and complexity 


  reading material is increasingly complex and varied (ages 14-17 years)
• jeanne A Chall (1983) construction and reconstruction 


  confident readers now, able to read a diverse range of material rapidly and efficiently. recognise the practical and recreational benefits of reading and read for a variety of personal and occupational purposes (ages 18 onwards)
• the creative approach: child should be allowed to experiment creatively with language. without strict correction, using trial and error. not focusing on accuracy, make children less afraid of making mistakes.
• rule based language: when a child understands the conventions of writing. progress will be more rapid and they will move on quickly to produce understandable appropriate texts
• Jon abbott: (1999) used the metaphor for free range chickens v battery hens to describe different educational approaches, suggesting more independent and creative learners might be the ones who eventually thrive.
• alliteration: repetition of initial consonant sounds
• rhyme: repetition of sounds at the end of words
• pre-modification: a descriptive technique where the descriptive words come before the thing they are describing
• repeated grammatical structures: helps children read
• assonance: repetition of vowel sounds
• rhythm: pattern of stressed and unstressed syllables
• familiar discourse patterns: helps children read
• frank smith: said that as children learn to talk by talking they learn to read by reading. he said that reading should not be broken down into component parts and children should not be presented with contrived or over simplified texts.2 basic needs:availability of interesting material that makes sense to readeran understanding and more experienced reader as a guide
• psycholinguists: readers draw upon the following cue systems when making sense of texts.

  semantic cues

  syntactic cues

  grapho- phonic cues
• semantic cues: using knowledge and experience of stories to predict events, phrases and words
• Harris and coltheart (1989): proposed four stages in becoming a skilled reader: 1: sight vocabulary 2: discrimination net stage 3: phonological recording stage 4: orthographic stage
• graphology: - page layout line ation pictures fonts and size of letters
• lexis and semantics:  types of words and semantic fieldssounds of words (e.g. onomatopoeia, rhyme)concrete/abstract nounsrepetitionease of recognition (sound-spelling match)how context would help with more difficult wordslength of words and number of syllables