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![Page 1: Development of Reading Stage 0: Prerequisites for Reading birth to beginning of 1 st grade Stage 1: Phonological Recoding Skills 1 st & 2 nd grades Stage.](https://reader035.fdocuments.net/reader035/viewer/2022081506/56649e9f5503460f94ba2141/html5/thumbnails/1.jpg)
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
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PRE-READING SKILLS
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
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
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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
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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
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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
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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.
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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.
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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
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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
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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.
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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
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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”
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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.
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If the balloons popped the sound wouldn’t 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.
John BransfordVanderbilt Univ.A Founder of
Cognitive Psychology
ClassicProblems:Understanding The Balloon Story
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ClassicProblems:Understanding The Balloon Story
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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.