other reading theories

Clay

when they are reading, children will notice mistakes that they make if they don’t fir with the rest of the text or it doesn’t make sense - in this instance, the child will go back and repair what they said

making links

link this when looking at books for kids - the books for the younger learners will have a more predictable linguistic structure and as the reader becomes more advanced, the books become less predictable

links to Goodman’s theory about the confirmation or rejection of a hypothesis when reading

Perfetti

believes hat reading is first and foremost about increasing the amount of words the child understands

from this, he argues, children learn patterns of PGC

following this, the child then learns to accept or reject certain patterns in certain words e.g. accept the digraph in ‘ghost’ is /g/ and reject it in something like ‘cough’

as a result, competency can come before comprehension in some cases as they may be able to say the word without knowing what it means

Hirsh-Pasek

the psychologist’s research states that when a child learns to read, they first go through a stage of decoding, followed by looking at the whole word’s semantic meaning

this is followed up with an understanding of the inferred and pragmatic meaning

once this is developing, the child starts to gain an understanding of syntactic meaning

following this, the child then learns how to comprehend strings of syntactical units in a wider discourse

vocabulary and interaction

Hirsh-Pasek believes that reading enriches the spoken language because it expands vocabulary and explores words in new and different contexts and it encourages interaction with caregivers e.g. ‘what does this word mean, mummy?’

Gough and Hillinger

say that children go through 2 key stages in reading:

early visual association

decoding