Emergent Literacy Study Guide Midterm

Typed up study guide

NAEP Achievement Standards

• Basic: partial mastery of knowledge and skills fundamental for proficient academic performance

• Proficient: solid academic performance

• Advanced: superior academic performance

Sources of Reading Failure

• Neurological factors (brain metabolism)

• Familial Factors (environment)

• Socioeconomic Factors (poverty)

• Instructional Factors (teaching)

Dyslexia

neurobiological disability, characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities

Where do good readers show the highest levels of activation in the brain?

Back of the Brain and Broca’s Area

Which part of the brain analyzes words by pulling them apart and linking the letters to their sounds? It is conscious, effortful decoding. 

Parieto-temporal Lobe

Poor readers underutilize the areas in what part of the brain?

Back of the Brain

What can change brain activity in struggling readers?

Evidence-based reading instruction in phonemic awareness and phonics

At all ages, good readers show a consistent pattern of strong activation in the _____ of the brain and lesser activation in the ______ of the brain.

back; front

Scientifically based reading instruction

is the application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to development, instruction and difficulties

Three questions about Scientifically based reading instruction

1. Has the research been published in a peer-reviewed journal?

2. Have the research results been replicated by other scientists?

3. Is there a census that the research findings are supported by other studies?

Print Concepts (Awareness)

Knowing about the forms and functions of print. Know the conventions and physical structure of the written language and text organization. Students can handle books. Know where to begin reading and the difference between a letter and a word. Know print is communication.

Phonological Awareness

awareness of words, syllables, and onsets and rimes. As well as parts, phonemes.

Phonics

relationship between graphemes and phonemes and how to use these to read and spell words. Help students convert the printed word into spoken form

Three Components of Fluency

Accuracy, Rate and Prosody

• accurate reading at a conventional rate with appropriate prosody

What is the knowledge of words and word meanings?

Vocabulary

What is the process of extracting and constructing meaning from written texts.

Reading Comprehension

What provides a dependable, consistent measurement of a particular ability?

Reliability

What provides if it actually measures that ability?

Validity

4 Types of Assessment

• Screening- identify students who are at risk, then provide additional support and progress monitoring

• Progress Monitoring- determines whether students are making adequate progress does instruction need to be adjusted

• Diagnostic- pinpoints a student’s specific area of weakness and provides in depth information about student’s skills and instructional needs to be adjusted

• Outcome- provides bottom line evaluation of the overall effectiveness of a reading program

Curriculum Based Measurement (CBM)

repeated measurement over time, and often used for progress monitoring. An assessment tool that usually includes a set of directions, timing device, scoring rules, standards for judging performance, and recording forms

4th Grade Slump

It is common for a decline in reading scores especially among socioeconomically disadvantaged students

Academic Language

language of texts, of academic discussion, and of formal writing, vocabulary knowledge, syntax (sentence architecture), rules of grammar, content specific words like phoneme, morpheme, cognitive and diagnostic

Students need to develop the specialized language of academic discourse that is distinct from conversational language

to be successful academically.

Functional Magnetic Resonance Imaging (fMRI)

technology that has allowed scientists to track brain activity

Researchers have discovered what about students with Dyslexia and other poor readers?

brain activation patterns are different from those of good readers

Brain is made up of how many hemispheres?

Two mirror-image hemispheres

Each hemisphere is divided into what 4 lobes?

Parietal, Temporal, Occipital and Frontal

What does Broca’s Area of the brain do during reading?

Organization, production and manipulation of language and speech

During fMRI, skill readers show the highest level of activation of what area?

Occipito-temporal

What does the Occipito-Temporal area do?

All incoming information about a word (how it looks, how it sounds, and what it means) is tightly bound together and stored

After the reader has analyzed and correctly read a word several times, a neural model of that specific word is stored permanently in what area?

Occipito-Temporal

Good readers activate what part of the brain?

Back of the Brain

Essential Components of Reading Instruction

Phonological Awareness, Phonics, Fluency, Vocabulary and Comprehension

Oral Reading Fluency (ORF)

students read aloud from a passage for one minute. Accuracy and rate are measured

Maze Passage

students choose one out of three words that makes sense within the context

Students are more likely to regain ground when intervention occurs?

Sooner

Differentiated Instruction

teaching approach that tailors instruction to meet the diverse learning needs of all students

• meets needs of students with reading difficulties, disabilities, advanced learners and English Language Learners

Stages of Reading

Stages 1&2 (Grades 1-3) “Learning to Read”

Stages 3,4 &5 (Grades 4 and above) “Reading to Learn”

What are the consequences of illiteracy?

Higher risk of incarceration, lower academic achievement and dropping out of school, diminished earning potential, less access to help alleviate physical and mental health challenges

Phonemic Awareness

the conscious awareness of the individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds.

The ability to notice, think about, and work with the individual sounds (phonemes) in spoken words, segmenting words into sounds, and deleting and playing with the sounds in spoken words

Whole Language Approach

argued that children could figure out how to read the words if they needed to, and asserted that meaning-making should be the central focus of instruction.

Learning to read is not ________.

Natural

What is a syllable?

Part of a word pronounced, each contains only one vowel sound, unit of pronunciation that is organized around a vowel: it may or may not have a consonant after the vowel.

Orthography

a writing system for representing language

Morpheme

smallest unit of language, it maybe a word or a part of a word; it may be single sound (plural /s/), one syllable (suffix -full) or multiple syllables (prefix inter-)

morphos “form or structure” eme “an element or little piece of something”

Simple View of Reading

Decoding (ability to apply sound symbol relationships to read words) + Word Recognition (accurate and fast retrieval of decoded word forms) x Language Comprehension (ability to understand spoken language) = Reading Comprehension

If students cannot decode printed English, they cannot comprehend it. If students cannot comprehend spoken English, they cannot comprehend written ______.

English

Decoding

the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences

Phoneme

Smallest unit of spoken language that makes a difference in a word’s meaning

Continuous Sounds

Spoken until one runs out of breath

Stop Sounds

One short push of breath

Voiced

spoken with the voice box turned on, the vocal chords vibrate

Unvoiced

spoken with the voice box off, the vocal chords do not vibrate

Nasalization

nasal sounds drive air through the nose, mouth is closed /m/,/n/, /ng/

Consonants

closed sounds because the breath is closed off or restricted in some way by the mouth

Vowels

a,e,i,o,u, used singly and in combination to represent different sounds

Consonant Blends

two or three consonant phonemes before or after a vowel in a syllable, two consonants that appear in a word with each retaining its sound when blended /bl-/ /nd/

Fricatives

air is forced through a narrow passageway, creating friction. /f/, /th/, /sh/,/h/,/v/

Digraphs

a two-letter combination that stands for a single phoneme in which neither letter represents its usual sounds /th/ /ph/

Affricates

the tongue is pulled back a little further and is placed on the hard palate on the roof of the mouth. Different from fricatives because they stop the air before releasing it /ch/ /j/

Glides

glide immediately into the vowel that always follows: airflow is not obstructed, always followed by vowel phoneme and glide right into the vowel /wh/, /w/, /y/

Liquids

seem to float in the mouth /l/, /r/. Difficult to produce in isolation or to separate from the preceding vowel sound

Schwa 

indistinct vowel sound with empty sound, no identity unstressed

r-controlled vowels

vowels may be combined with r and slightly separated from r or keep its original sound, r affects the sound of vowel(s) that precede its er, ir, ar

vowel diphthongs

a blend of vowel sounds in one syllable 

• oi in boil

• oy in toy

VC/CV, CCV, VCC, CV

VC/CV : rab/bit

CCV: Plot

VCC: Fist

CV: No as in Note

Onset

comes before the vowel (could be consonant, blend or digraph)

Rime

vowel and everything after it s/ing

Emergent Literacy

the process in which students learn to read and write

• Emergent, Beginning, Fluent

How can print be promoted in the classroom?

The classroom should be print rich, and the print should be varied, functional, and significant to the students

Students with print awareness know…

how to handle a book, where on a page to begin reading, and the difference between a letter and a word

In Kindergarten what appears to be an excellent predictor of successful reading acquisition? This means that the extent to which children acquire phonemic awareness in kindergarten predicts reasonably well their ability to read in later grades!

Phonemic Awareness

Phonics takes place in

written language

Phonemic Awareness takes place in

oral language

Print Referencing

a read aloud strategy that can be used to direct student’s attention to the forms, features, and functions of written language. Explicit and implicit referencing integrated into shared storybook reading

• verbal, nonverbal, encourages child interaction

Promotion of Print

Print rich environment, multisensory activities, interactive read a louds, oral language activities, BDA questions, handwriting, alphabetic principles

Multisensory Instruction

help students learn and recall letter shapes

The learning of letter ______ is quite different than the learning of letter shapes and names

sounds

Print Concepts

recognize and name all uppercase and lowercase letters of the alphabet

How to introduce a potentially confusing letter?

makes sure it is mastered prior to the introduction of the other letter in the visually similar pair

Almost identical upper- and lower-case letters

Cc, Kk, Oo,Pp

How do children start to gain letter knowledge?

learning through conventional order, informal experiences, most children sing. Then they require formal instruction so they can name, recognize and write the letters

Phonological Similarity

the number of phonemes that pairs of letter names share in the same position

As students are taught how to recognize letters, they should also learn how to _____ those letters

write

To become proficient in the task of handwriting, young students need

explicit instruction in letter formation with plenty of guided practice

Continuous Stroke

reduces the opportunity for reversals, which may occur when a student lifts the pencil, the stokes are retraced whenever possible, pencil is lifted only when necessary

When handwriting, students should be aware of what three things?

Posture, paper position, and pencil grip

Spear-Swerling and Wolf suggests

• teach the consistent formation of letters using a continuous stroke whenever possible

• teach paper handwriting posture, paper position, and pencil grip

• teach similarly formed letters together in a sequence that takes into account both ease of formation and frequency in words

• Focus initially on teaching the motor pattern for forming a letter rather than how to write in on paper with perfect legibility or size

• Utilize arrow cues to help students remember how to form letter

• Verbalize consistent, precise directions for writing each letter shape or stroke

Components of letter knowledge

letter names, shapes, sounds and formation (handwriting)

Execution

correct and consistent pencil hold, posture, and letter formation

Legibility

involves the readability of letters, as well as the spacing within and between words

Letter Recognition

the ability to identify and name letters of the alphabet both uppercase and lowercase letters

Process for teaching and modeling new letters

Uppercase first since they are more distinguishable

point to card, explain how to write, trace, show students examples in the room then post the letter in the room

Teaching sequence for handwriting instruction is based on

how the letter is formed, and frequency of letter use. Letters with the same stroke are grouped together.

As with uppercase letter shapes, students often confuse lowercase letters that are visually similar; these letters should not be introduced in ________.

In proximity

To develop letter recognition, students should be able to 

match upper and lowercase letters

Phonological awareness

understanding that speech can be broken down into parts, or units of sound, and the ability to manipulate those parts, an auditory or oral skill that does not involve reading letters or words

children listen, speak, point and gesture during phonological awareness instruction and practice

Phonemic Awareness is ______ the same as Phonics

not

Phonological Awareness Skill Levels

Word, Syllable, Intrasyllable, and Phoneme

Sentence Segmentation

tapping on every word in the sentence