Literacy

Literacy skills

Receptive and expressive language skills

Phonological awareness

Fine motor skills

Life experiences

Memory skills

Attention skills

Awareness of print/books

Visual skills

Cognitive skills

Learning to read

Process sound stricture of words

Accomplish english inconsistent relationship between letters and sounds

Decoding

Learning to read- accuracy

Phoneme manipulation ability

Knowledge of how letter represent phonemes

Learning to read- comprehension

Vocabulary

Grammar skills

Learning to spell - first 18 months

Phoneme awareness

Knowledge of how letters represent phonemes

Learning to spell- 18 months+

Reading begins to influence spelling

Child becomes more sensitive to grapheme-phoneme correspondent

Understanding morphology and alternative spelling patterns

Beginning of integrative models of literacy- frith 1985

Children can be in one stage for reading and another for spelling - support each other

Stage models

Based on piagetian principles

Development through progression of stages which cannot be skipped

Information processing models

Box models based on cognitive psychology

No particular order of development

Can be parallel routes of development allowing for individual differences

Preliterate phase

Able top differentiate print from pictures

Can write notes to family and friends - in thier own writing

Interest in reading and writing is based on their motivation to learn

Aspects of child’s literacy abilities

• Memory
• Attention
• Language and conversational abilities • Narrative knowledge
• Phonological skills
• Vocabulary and word knowledge
• Physical/manipulation abilities – how to handle a book

Friths model- integrative stage model

Selling and reading development interact o support proficiency in each ability

Spelling and reading pass through 3 stages-

Logographic

Alphabetic

Orthographic

Logographic phase

Focused on Reading and recognition

Children learn to recognise words as visual blocks

Able to read well known logos but not in different contexts/styles

Reading is attempted

Reading and spelling are not liked in this stage

Alphabetic stage

Focus on read and spelling beginning

Relationship between sounds and spoken letters begin - knowledge of phonics

Recognising corresponding written letters and phonemic sounds

Spelling is related to sounds identified in words - grapheme to phoneme link

Alphabetic- reading, processing and spelling

Vowels and clusters are simplified/omitted as limited phonological awareness and orthographic knowledge

Apply letter-sound rules in spelling but relying on visual cues for reading

Orthographic phase

Independent spelling and reading emerges

Spelling uses larger units- morphemes and syllables

Recognition of root and affix - tion ight un-

Spelling rules are applied

Learn orthographic patterns and use them to signal morphophonemic rules - look looking looked

Development of this stage continues throughout life

Transition phase

Reading using letter-sound correspondence

Have entered the alphabetic phase

Use partial phonetic cues to recognise words

Central tenets of frith 1985

An initial logographic stage if reading

Logographic reading drives logographic spelling

Phonological awareness is related more to early spelling than reading development

Problems with stage theories

Are unsupported by empirical evidence

Reading is not innate and is culturally transmitted

Implies all words are read with the same approach

Metalinguistic awareness- information processing models

Metalinguistic awarness is needed develop for read/spell/write

That print is useful to them ◦ What a word is, both printed and spoken ◦ Know that there are differences related to knowledge of numbers/letters/sounds/sentences ◦ That print (in English) is read left to right and top to bottom ◦ Develop phonological awareness (to enable Deconstruction and decoding of individual words)

Phonological awareness PA

Is explicit knowledge of sounds in words and being able to manipulate these to form meaningful units

At a level of whole words and syllables

Intra-syllabic units

Onset and rime

Rime- establishes connection between sound and particular letter sequences

Rime detection allows for categorising words linking to later spelling

Rhyming words- share same rime

Alliteration- share same onset

Development of phonological awarness

• Begins in pre-school years

• Develops in a predictable way: larger units then smaller ones

• Rhymes are commonplace in lives of young children (nursery rhymes, books, songs, TV, adverts, pre-school programmes)

• Children use rhymes in word play

• Phonemic awareness linked to ability to read an alphabet. (People who cannot read Do not have an alphabetic script and do not develop PA)

Phonemic awarness is not a natural cognitive skill, it needs explicit instruction

Later levels of phonological awarness

Initial sound detection

Final sound detection

Phoneme segmentation

Long vowel detection

Short vowel detection

Sound lending

Syllable analysis

Phonological processing examples

Deletion

Addition

Spoonerisms

Standardised assessments for school aged child

General profile
• receptive skills (TROG, BPVS, CELF5, ACE) • expressive skills (STAP, STASS, CELF5, ACE)
◦ Discrete tests
• Single word level (BPVS, CELF5)
• Sentence level (TROG, STASS, CELF5, ACE) • Discourse (ERRNI, CELF5, ACE)
◦ Speech output
• Informal – various tasks, e.g., phonological blending task, picture naming

• Formal (STAP)

Assessment of reading and spelling

Assessing reading

* word recognition
* Decoding
* Comprehension of text

Assessing spelling

* phonological
* Orthographic- phonetic, semi and non

Phases of speech development

Phases of typical speech development (Stackhouse and Wells, 1997)
◦ Prelexical phase
◦ Whole word phase
◦ Systematic simplification phase ◦ Assembly phase
◦ Metaphonological phase

Phases of literacy development

Phases of literacy development (Frith, 1985)

◦ Logographic phase
◦ Alphabetic phase
◦ Orthographic phase

Characteristics affecting literacy development

Prosody- unusual sounding speech

Sounds and blending (omitting, difficulty
probes)
differentiating sounds, spelling inconsistencies)
◦ Sequencing (complex word difficulties)
◦ Connected speech (unclear, jerky, mumbly,
muffled, hesitant, non-fluent)
◦ Word finding difficulties (speech processing difficulty)
◦ Stammering (maybe due to underlying speech processing difficulty)

Resources for single word level language production

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◦ Picture naming (tapping out structure, word finding or phonological accuracy)
◦ Stimulability: Repetition (known, unfamiliar, non-words)

Language production beyond single word level

◦ Word in sentence repetition (with pics) ◦ Connected speech repetition (no pics)

◦ Final consonant juncture repetition (final word Consonants in connected speech)

Informal assessment for motor speech accuracy rate and consistency

Oral movements

Ddk rates

Repetitions

Considerations when working with literacy difficulties

Intrinsic factors- speech and language processing anf skills

Extrinsic factors- location

Thier semantics, phonological awarness, grapheme- phoneme links 

Knowledge of child’s- interests, curriculum demands, difficulties

Developing phonological awarness

Marking syllables

Rhyme

Onset

Word segmentation skills

* awareness of when the skill happens
* Judgement of differences
* Generation of the skills

Developing semantics

Include phonological information

* Strengthens motor programme
* Leads to producing accurate word

Strategies in shared reading

Modelling
• Topic extension
• Topic switching
• Expansion
• Asking questions: closed or open
• Prompting
• Glossing
• Drilling
• Repetition
• Clarification
• Persistence
• Drilling and practice

Internal vocab

Breadth and depth

* syllables
* Rhyming
* Initial start
* Ending

External vocab

Form and meaning

* what else do you know about the word

Therapy for vocab

Direct and indirect instruction- classroom activities

• Word meaning & word use

• Develop concept networks for words rather than generate long vocabulary lists

• Multiple exposures – chances to use it, think about it...

• Active processing: what is it? What it isn’t? how it is used, how it is written, what is it like/not like...

Word sorting technique

• Recognition versus recall
• Student has restricted choices – adult can
control patterns being learned
• Focussed and active word study – explicit word study
• Problem solving – guided, supported, independent
• Purpose: discovery of rules/patterns, contrasts, exceptions, learn and generalize
• Ensures potential for success

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used for any aspect of analysis
• Sound : e.g., syllables, rhyme, onsets • Meaning
• Category
• Written form: e.g. homographs
• Opposites
• Kind of word
• Syllables
• Grammatical function

Story book tasks

the type of story it is
◦ ‘Important’ stories: content (culture, concepts
and vocabulary)
◦ Sound-based: repeated lines – participation & sound patterns
◦ Personal stories

◦ Factual stories

• the age range the story is suitable for

• the range of vocabulary (word classes) available over the first 3 pages

• the (ir)regularity of the words- repeated syllables and vocab patterns

Overall literacy technqiues

• Support breadth and depth of knowledge about words

• Build networks and linkages between words as the direction for identifying new vocabulary

• Integrate language, communication and literacy

• Strategic use of the same set of materials

• Visual – auditory – motor

• Symbols, words, letterS