literacy: reading

• phonics approach


  learning what combinations of graphemes correspond to sounds
• issues with phonics approach

  • it does not teach meaning
  • does not prepare children for words that have no phoneme-grapheme correspondence
• whole word approach


  the child learns how each word is pronounced. the meaning is at heart and focuses on getting children to understand what each word means
• issues with whole word approach

  • does not prepare children to pronounce words they have not learnt
  • assumes that a child will be able to memorise a great number of words
• psycholinguistic model


  children learn based on the environment they live in and their interactions with caregivers. Children have to thonk aboyt the meanings of words through clues like other words they have encountered before, pictures and other contextual knowledge. It focuses on decoding meaning rather than symbols. However, it does not always cover all bases and the child may guess wrong or not at all
• gray oral reading tests

  proved that the bottom 5% of adults can understand shapes of graphemes, but generally do not decode them or find meaning
• traditional/bottom up view


  prioritisation of language. Reader has a set of skills which are built upon to gain full comprehension and takes the passive role
• Dole et al


  believe that the text holds clues, meaning and opportunities to learn and that it is the reader's job to decipher
• nuan


  believes that the child learns to decode written symbols into the aural equivalents
• mccarthy


  says traditional view is less 'bottom-up' and more 'outside in' in the sense that meaning already exists, and the reader has to take this meaning in
• cognitive/top-down view


  knowledge must be in place at the base. linked with the schema theory
• rumelhart 


  believes that reading requires 'building blocks of cognition' in order for the reader to be able to process the information they are receiving. As a result missing schema can prevent a child from properly understanding and processing what the information means
• goodman


  states that the reader is at the heart in the process of learning to read and that they make hypotheses as they read to confirm or reject ideas
• metacognitive view


  the reader thinks about what they are doing when they are reading
• block


  believes that the other 2 views are irrelevant because the reader controls their own ability to understand a text. believes that reading is an active process
• share


  believes that there is a process that takes place called the phonological recoding in which the reader recodes what they know of phoneme-grapheme correspondence in order to correctly read the words
• klein et al


  believes that metacognitive readers:

  • find the purpose of the reading
  • decide what form of text it is
  • look for features and conventions that typify the form of text
  • project author's purpose of writing the text onto the text
  • decide whether to scan or read in detail
  • predict what will happen in the text as they read
• frith's model

  1. logographic: concerned with graphemes as visual objects that they can recognise by sight. learn that image of a word represents a thing
  2. alphabetic: differentiate between words and other symbols, develops concept of letters and sound having a relationship. learns phoneme-grapheme correspondence and ability to combine sounds. knowledge of letter order and phonological factors. decode unfamilliar words
  3. orthographic: recognise word and its meaning. store knowledge of sequenced graphemes in an orthographical and phonological lexicon
• challenges with Frith's model

  dyslexic children struggle with the alphabetic stage, often move straight onto orthographical which delays reading process
• ehri's model

  1. pre-alphabetic: words are read through memorisation or guesses based on context
  2. partial-alphabetical: some letters are known, respective phonemes are learned words that are learned by sight in relation to context
  3. full-alphabetic: extensive knowledge of phoneme-grapheme correspondence, unfamiliar words decoded and stored in memory
  4. consolidated-alphabetical: larger words and differeing phonemes and meaning are learned, awareness of homophones
• challenges of Ehri's model

  beech challenges by saying that it is unclear whether a child progresses from one stage to another or whether a child can be in two or more phases at a time
• chall's model 1-3

  1. pre-reading (up to 6 years) - mock reading, name letters of alphabet, reliant on images
  2. initial reading & decoding (6-7) - relationship between letters and sound learnt, simple texts with high frequency words and phoneme-grapheme correspondence can be read, monosyllabic words sounded out
  3. confirmation and fluency (7-8) - simple and familiar stories read, decoding improves, number of words can be read improves, awareness of context improves
• chall's model 4-6


  4. reading to learn (8-14) - reading is used to acquire knowledge, experience new feelings, learning new attitudes and have one POV

  5. multiple viewpoints (14-18) - reading through large range of complex material, descriptive/informative/narrative texts are read, different views encountered

  6. construction and reconstruction (18+) - reading done for needs, about integration of knowledge that you hold with the knowledge that others hold, rapid and efficient
• clay


  says that when they are reading, children will notice mistakes they make if they don't fit with the rest of the text
• perfetti


  believes that reading is first about increasing the number of words the child understands. Argyes that children learn patterns of phoneme-grapheme correspondence then learns to accept or reject certain patterns in certain words
• hirsh-pasek


  believes that reading enriches the spoken language because it expands vocab and explores words in new & different contexts, and it encourages interaction with caregivers
• gough and hillinger


  say that children go through 'early visual association' and 'decoding' within reading