Development of Reading

1
Development of Reading
Stage 0 Prerequisites for Reading birth to
beginning of 1st grade Stage 1 Phonological
Recoding Skills 1st 2nd grades Stage 2
Reading Fluency 2nd 3rd grades Stage 3
Reading to Learn 4th 8th grades Stage 4
Higher Levels of Comprehension high school years
2
PRE-READING SKILLS
LETTER PERCEPTION - degree of confusability due
to of common features e.g.,
vertical/horizontal lines, curved lines, open vs.
closed letters d and b F and E
highly confusable
READING FORMAT - left to right on line -top to
bottom on page -text goes from extreme right (end
of line) to extreme left (new line) - spaces
signal beginning end of words
3
TESTING PHONEMIC AWARENESS
Which Word Not Does Belong?
1. song long pain wrong 2. hit pit
fan kit 3. boat treat bank bunk 4.
shoe light ship sheet
4
KEY PRE-READING SKILL
Phonemic - recognizing that words consist
of Awareness separable sounds
IMPORTANT Predicts early reading achievement
STUDY ask 4 5 yr old children to tap when
they hear a specific sound in a word, e.g., it.
None of the 4 yr olds could do it, only some 5
yr olds could. Training helps, ask children to
pick out word that is different. cot, pot, hat
5
THE COSTS OF WEAK PHONEMIC AWARENESS
difficulty in learning to read words
limits exposure to text
delays automaticity in decoding
delays skill in comprehension
more limited vocabulary knowledge base
6
PHONICS BASED APPROACH
I am hot, said the pot. I am wet,
said the pet. I am cut, said the nut.
Get the pot. The pot is hot. Get the pet.
The pet is wet. Get the nut. The nut is cut.
I got the nut. The nut was cut. I got the
pet. The pet was wet. I got the pot. The
pot was hot.
7
WHOLE WORD APPROACH
STRANGE BUMPS Owl was in bed. It is time to blow
out the candle and go to sleep. he said with a
yawn. Then Owl saw two bumps under the blanket at
the bottom of his bed. What can those
strange bumps be? asked Owl.
8
WHICH METHOD SHOULD WE USE?
Question 1 How do skilled readers read? -
They use direct, visually based retrieval from
LTM That is, they recognize whole words
- They employ fast and accurate decoding
processes
9
WHICH METHOD SHOULD WE USE?
Question 2 Which method provides a transition
from less skilled to more skilled reading?
- the phonics based approach enables a child to
adopt a sounding out strategy when a word
is not automatically recognized -
each correct pronunciation strengthens the
tie between the written word and its auditory
representation
10
SO, ONCE AGAIN, WHICH METHOD SHOULD WE USE?
The case for the whole word method It
emphasizes direct, visually based retrieval from
LTM, just like skilled readers, and reading for
meaning
The case for the phonics based approach It
emphasizes correct pronunciation of new words,
enhancing the transition to automaticity of
decoding skills
Recommendation Phonics based approach has the
advantage, but a combination of both is best.
11
LEVELS OF COMPREHENSION
Level 1 Lexical Access Definition
retrieve meaning of printed word from long-term
memory
strawberry jam fruit bat traffic
jam baseball bat
12
LEVELS OF COMPREHENSION
Level 2 Proposition Assembly Definition
- the process of relating words to each other to
form meaningful units
Can you break this sentence into its basic
propositions? The sick boy went home.
Propositions there was a boy
the boy was sick the
boy went home
13
LEVELS OF COMPREHENSION
Level 3 Proposition Integration
Definition - involves combining individual
propositions into larger units of meaning
Level 4 Text Modeling Definition -
processes by which readers draw inferences and
relate what they are reading to what they already
know.
14
If the balloons popped the sound wouldnt be able
to carry since everything would be too far away
from the correct floor. A closed window would
also prevent the sound from carrying, since most
buildings tend to be well insulated. Since the
whole operation depends on a steady flow of
electricity, a break in the middle of the wire
would also cause problems. Of course, the fellow
could shout, but the human voice is not loud
enough to carry that far. An additional problem
is that a string could break on the instrument.
Then there could be no accompaniment to the
message. It is clear that the best situation
would involve less distance. Then there would be
fewer potential problems. With face to face
contact, the lesser number of things could go
wrong.
Classic Problems Understanding The Balloon
Story
John BransfordVanderbilt Univ.A Founder of
Cognitive Psychology
15
Classic Problems Understanding The Balloon
Story
16
Making Inferences Good comprehension
requires that the reader make inferences,
filling in missing details, etc. e.g.,
She slammed the door shut on her hand
Inference hurt her finger e.g.,
Our neighbor unlocked the door
Inference used a key e.g., The river
was narrow. A beaver hit the log
that a turtle was sitting on (beside), and the
log flipped over from the shock.
The turtle was very surprised
by the event. Inference Turtle was
knocked into the water.