Language & Literacy in the School Years

You will be able to describe 5 components of skilled reading. You will be able to describe and contrast different approaches to reading instruction. You will be able to describe and provide examples of metasemantic, metasyntactic, and metapragmatic awareness. Objectives

You will be familiar with features of narrative development. You will be able to discuss cultural differences in narratives You will be able to describe and provide examples of several aspects of creative language use Objectives

Language & Literacy The relationship b/w spoken & written words The relationship b/w spoken language & reading/writing Language & Literacy

Phonological Awareness Definition Development of Phonological Awareness Identifying # of syllables Analyzing syllables into constituents Significance Causes Phonological Awareness

Later Lexical Development Relationship to reading Size of children’s vocabulary Reason for increase Later Lexical Development

Contextualized v. Decontextualized Language

Characteristics of Decontextualized Language Distance b/w sender & receiver Use of complex syntactic structure Permanency of the information Autonomous (rather than interactive) establishment of truth Explicitness of reference High degree of cohesion Hoff-Ginsberg Characteristics of Decontextualized Language

Phases in Development of Early Narrative Abilities 1st Phase - Elicited information Styles of adult support 2nd Phase - Less questioning by adults 3rd Phase - Include more unique information Phases in Development of Early Narrative Abilities

Stages of Narrative Development Applebee’s System Stage 1 - Heap Stories 2-3 years of age Consist of labels descriptions of events Contains no themes (Paul, 1995) Stages of Narrative Development Applebee’s System

Stage 2 - Sequence Stories 3 year olds Child labels events that involve a key theme, character, or setting. No plot Temporal or causal relationships not provided. Stage 2 - Sequence Stories

Stage 3 - Primitive Narratives 4 - 4 1/2 year olds Narrative contains a core character, object or event. Contains initiating event an action a consequence of that action No real ending or resolution Stage 3 - Primitive Narratives

Stage 4 - Chain Narratives 4 1/2 - 5 year olds Some cause & effect or temporal relationship Weak plot Attributes or characters of plot not provided Ending may not be logical Stage 4 - Chain Narratives

Stage 5 - True Narrative 5 - 7 year olds Contains: theme central character (& motivations) plot Events are logical & temporal. Ends with a resolution of the problem. Stage 5 - True Narrative

Narrative Development During School Age Types of Narratives/Genres Personal narratives Scripts Stories Children’s abilities Narrative Development During School Age

What Makes a Good Story? Story Coherence Story Grammar Setting Place Characters Episodes Initiating event Problem Resolution What Makes a Good Story?

What Makes a Good Story? Linguistic Cohesion Use of conjunctions Pronominalization Description of individual pictures Thematic subject strategy Anaphoric reference What Makes a Good Story?

Narratives & Culture Home/school match/mismatch Topic-focused narratives Topic-associated narratives Narratives & Culture

Metalinguistic Development Stage 1: Literacy Socialization Distinguish print from nonprint Know how to interact with books Metalinguistic Development

Metalinguistic Development Stage 2: Word Consciousness, Segmentation, Comprehension Recognize word boundaries Discuss parts of speech Separate words into syllables Unable to understand 1 word can have different meanings Metalinguistic Development

Metalinguistic Development Stage 3: Segmentation & Comprehension Understand verbal humor w/ linguistic ambiguity Understands words can have several meanings Metalinguistic Development

Types of Metalinguistic Awareness Metasemantic Word Awareness comprehension of term “word” understanding that words are “units” understanding that relationship b/w phonemes & referents are arbitrary Types of Metalinguistic Awareness

Types of Metalinguistic Awareness Cont’ Metasyntactic correct ungrammatical sentences presented to them Metapragmatic explain social rules Types of Metalinguistic Awareness Cont’

A child who understands the term “word” refers to units of the language system has: A. Metasyntactic awareness B. Metapragmatic awareness C. Word awareness D. Overcome word retrieval difficulties Chapter 10, multiple choice 12 C Review Question

Tarzan learns to read How did you learn to read? Is it common to learn to read without instruction? Is it possible to learn to read without instruction? Tarzan learns to read

More questions about reading Is it possible to understand a written language if you have no contact with the users of the language? Of any language? Did Tarzan have metalinguistic awareness? Can you learn to read without that? More questions about reading

Literacy Experiences at Home Emergent literacy What is learned Environmental print Conventions of print Functions of literacy Literacy Experiences at Home

Home Support of Literacy Uses of literacy in the home Parental engagement of children in literacy experiences SES differences Cultural differences Home Support of Literacy

Literacy in Trackton & Roadville Similarities b/w communities Differences b/w communities Implications for literacy instruction Literacy in Trackton & Roadville

Components of Reading Phonemic Awareness Letter recognition Grapheme-phoneme correspondence rules Components of Reading

Components of Reading Cont’ Word recognition decoding skills sight-word vocabularies Semantic knowledge Refers to “all information about a word” Components of Reading Cont’

Components of Reading Cont’ Comprehension & interpretation Successful comprehension depends on automatic word recognition vocabulary size working memory world knowledge Components of Reading Cont’

Chall’s Model of Reading Development

Chall’s Model of Reading Development Cont’

Children with Reading Problems Diagnosis Average - above average intelligence No cognitive or social deficits Dyslexia Visual-perceptual deficits Linguistic processing disorder Single disorder v. cluster Difficulties with phonological processing Children with Reading Problems

Writing Writing is a language activity Traditional Approach to writing Current/whole-language approach to writing Writing

Benefits of Early “Writing” Experiences Involvement in writing process Helps learn relationship b/w speaking & writing Develop alphabetic principle by writing letters on their own Exposes children to relationship between reading & writing Benefits of Early “Writing” Experiences

1. Marks on paper 2. Controlled scribbling 3. Scribble stories Writing Development

Writing Development Cont’ 4. Scribbles with letter awareness 5. Word awareness ode ef di dit 6. Inventory writing I love mom. I love dad. 7. Sentence writing 8. Paragraph writing Writing Development Cont’

Approaches to Reading Instruction Reading as decoding Phonics methods Bottom-up skills Teach decoding Focus of instruction Approaches to Reading Instruction

Approaches to Reading Instruction Reading for Meaning Texts as sources of meaning Function over form Sight vocabulary Top-down approach Whole-language & language experience approaches Approaches to Reading Instruction

Whole-Language Approach Construct meaning from experience Language is not separated into parts Read aloud to children Comprehension & production of oral & written language are part of one process Whole-Language Approach

Current Reading Approach Stress oral & written lang connection Focus on meaning Integration of decoding skills Current Reading Approach