test

• Proficiency in emergent literacy varies with socioeconomic status and, to a lesser degree, sex
• Components of Emergent Literacy


  • Letter recognition - knowing ABCs
  • Word comprehension - understand what words mean
  • Reading from left to right
  • Pretending to read
  • Pretending to write
  • Print motivation - how interested are we in books, stories, text, figuring out how to spell name, write it down on piece of paper?
• Emergent Literacy: Letter Knowledge


  • Reciting letters of the alphabet
  • Letter recognition in print
• Emergent Literacy: Language

  • Must have facility (proficiency) with words
  • Need to understand what words mean
  • Words stand for things
  • Words represent concepts
  • Words can be combined into sentences to convey information
• Print Conventions


  • Reading from left to right
  • Reading from top to bottom
  • Reading from front to back
  • Sitting with parent reading - bonding, want to do what parents do (mirroring)
• Linguistic Awareness


  • Identify things when they are graphically represented
  • Identify graphically represented phonemes, syllables, words
• Phoneme-Grapheme Correspondence


  • Mapping the sounds of language (phonemes) to their graphical representation
  • Develops during the preschool period, starting between ages 3 and 4
  • Early interactions are important, set the stage for future reading and academic achievement
• Pretending to Read


  • Makes up narrative to go with pictures
  • Imitates adult reading
• Pretending to Write


  Scribbles or makes vague letter shapes that they pretend are legible and meaningful
• Print Motivation


  Interest in print and reading
• Working Memory


  • Combining phonemes to create words
  • Remembering the whole of the sentences for meaning
• Long Term Memory


  • Retrieving word meaning
  • Starts learning word meanings in infancy
• Parents busy working, Americans work more hours than any other nation, but middle class is shrinking, 1/4 children born into poverty, 70% of children grow up in families headed by working parents, hard to break that cycle, have future success when lack resources during early childhood
• Our culture makes it difficult for parents to take care of children
• Childcare is expensive, inaccessible, low quality
• U.S. is only rich nation without paid maternal leave
• Reading level in 3rd grade is a strong predictor high school graduation
• Beginning from birth, 700 new synapses being formed every second, our architecture and foundations
• Early experiences alter wiring of developing brains, even though we don't remember, the brain and body does
• In CA, only have enough daycare spots for 25% of the children who need it
• In 70% of families, both parents are working
• We can predict from children's words at age 2 if they will graduate from high school, how successful in profession they'll be, whether they'll be incarcerated or not
• Socioeconomic Status


  • Quality of the home literacy environment
  • Proficiency with language prior to learning to read
• Letter Knowledge


  • Establish visual-phonological (letter-to-sound) associations
  • Associated with later reading
  • Distinct from proficient reading
• Phonemic Awareness


  • Knowledge of the sound components of words
  • Infants discriminate phonemes early in life
  • Develop awareness of sound patterns of words slowly during preschool years
  • Associated with later reading
  • Training in phonemic awareness improves reading (phonics)
• Rapid Automatized Naming (RAN)


  • Measures early speed of word processing
  • Often used to diagnose potential language problems
  • Strongly associated with later reading
• Phonological Recording (Phonics)


  • Grapheme-phoneme correspondence
  • Depends on the language
  • Shallow orthography - close relation between how a word looks and how it sounds
  • Deep orthography - correspondence not so obvious, many exceptions
• Deficits in phonological short term memory: risk for dyslexia
• Difficulty with grapheme-phoneme correspondence
• Shallow vs. Deep Orthography


  • In shallow orthographic languages, children are almost 100% in pronouncing made up words
  • In deep orthographic languages, children less correct in reading the words
• Working Memory


  • Efficient comprehension requires integration of processes
  • Comprehension limited by the amount of information that can be held in working memory
  • Working memory helps reading skills, strong reading skills help strengthen working memory
• Differences in working memory from 8 to 11 years predict subsequent reading comprehension, independent of vocabulary and general reading ability
• Deficit in working memory is related to reading disabilities
• Universal advantage for girls over boys in reading and verbal ability, follows differences in language acquisition and speaking
• Word identification


  • Relation to other words to create sentence-level meaning
  • Relation between sentences to create text-level meaning
• Comprehension


  • Limited by the amount of information that can be held in working memory
  • Working memory helps reading skills
  • Strong reading skills help strengthen working memory
• Differences in working memory from 8 to 11 years


  • Predict subsequent reading comprehension
  • Independent of vocabulary and general reading ability
  • Deficit related to reading disabilities
  • Children with particularly low working memory skills are more likely to have learning disabilities
• Slower reading


  More likely to have reading disability
• Universal advantage for girls over boys in reading and verbal ability
• Differences between the means

  • The peak of the curve
  • Differences in those averages are significant and consistent over time
  • But on average, a small difference
  • Plenty of males performing as well as females
  • Tend to be more females at the highest levels
  • Tend to be more males at the end of the tail (poorest performance)
  • However, but males and females are at both ends