REED 430 MIDTERM

Simple View of Reading

decoding x language = reading comprehension

Dyslexia

inability to understand spoken language

Hyperlexia

inability to recognize sounds when reading

Ehri’s phases : Pre-Alphabetic

little to no knowledge of alphabetic principle (ex. A child sees the stop sign and knows it means stop without reading)

Ehri’s phases: partial-alphabetic

emerging – use of initial grapheme to read word (uses the letter /S/ to spell stop)

ehri’s phases: full alphabetic

decoding sound by sound (ex. /s/ /t/ /o/ /p/ stop)

ehri’s phases: consolidated alphabetic

using chunking to decode (ex. /st/ /op/ stop)

ehri’s phases: automatic phase

reading effortlessly and automatically (ex. “what’s this word?” ‘stop!’)

Scarborough’s rope

Word recognition and language comprehension have to go together 

cognitive model

Phonological awareness and print concepts > decoding and sight words > fluency >automatic word recognition > reading comprehension

 The Big 5 from the National Reading Panel

Phonemic awareness, phonics, fluency, vocabulary, comprehension

phonemic awareness

o   The ability to focus on and manipulate individual sounds in spoken words.

phonics

The systematic and predictable relationship between spoken sounds (phonemes) and written letters (graphemes) that allows readers to identify or "decode" words.

fluency

o   The ability to read orally with appropriate speed, accuracy, and proper expression.

vocabulary

o   The knowledge of words, both spoken and written, that is necessary for comprehension.

Comprehension

The cognitive process of understanding what a reader has read.

Language Scaffolds: recasts:

provide a corrected version of what the child says

Language scaffolds: expansions

add to child’s utterances

language scaffolds: modeling

demonstrate to student without expectations

language scaffolds: following the child’s lead

communication between student and teacher is based on students’ responses

4 domains of print

o   Print as an object of meaning: a period means to pause, enviormental print

o   Book organization and print conventions: we read left to right

o   Alphabet knowledge: recognize the names of letters.etc

o   Concept of word : a students awareness of letter sounds

concept of print assessment

o   an understanding of how print, reading, texts/books, etc. work

-          Evaluate a child’s understanding of print, where to start on a page: which way a book turns, etc

phonological awareness: word level

Sentence segmentation: Understanding sentences can be broken down into words.

Rhyme: cat, bat

Alliteration: peter piper picked a patch of pickled peppers

Syllable: breaking words into smaller parts (every part has a vowel sound)

-hel-i-cop-ter

phonological awareness: on-set rime

Onset: the sounds at the beginning of a single-syllable word prior to the vowel /c/ /at/

Rime: the sounds from the vowel to the end of the word /c/ /at/

phonological awareness: phonemic awareness

Recognizing and manipulating the smallest unit of sound in words (phonemes) /c/ /a/ /t/

phonological awareness progression

matching, isolation, blending, segmenting, deletion, substitution

Connection between word recognition and decoding

Phonological awareness is about manipulating sounds and this is a foundation of decoding

phoneme

smallest unit of sound in spoken word

phonological awareness

The ability to hear, recognize and manipulate the sounds in spoken language.

alphabetic principle

: connecting letters with their sound to read and write

grapheme

symbol that represents a phoneme

blend

  consonants keep sound (bl, st,tr)

diagraphs

2 letters make one sound (sh,ch ph)

Diphthongs

letters make a gliding sound (oi)

R controlled

  r makes the dominant sound

decodeable text

: Most of the text is made of letter sound correspondences students already know or are learning.

predictable texts

: encourages memorizing whole words and sentences

pattern texts

a text that follows a pattern or structure

heart words

 words a student can’t decode and has to know by

Heart (the,you, of,)

invented spelling

Students’s use what they know to spell

-provides a foundation to learn about spelling

-strengthens phonological skills and awareness

Bears spelling strategies

Letter formation

Orthography: understanding of how letters create sounds which become words

composing

spelling stages from words their way assessment

emergent > letter name alphabetic > within word pattern > syallabulles and affixes> derivational relations

Spelling Stage: emergent

short vowels, diagraphs, blends

Spelling stages: within word patterns

common long vowels and other vowels

Spelling stage: syllables and affixes

inflected endings, syllable junctures, unaccented final syllables,

derivational relations

harder suffixes and bases or roots