SCHOOL-AGE LITERACY DEVELOPMENT Chapter 11

You don’t have to read chapter 11** The test questions are based on Power Point only However, before grad school, I recommend that you read the chapter because it will help you in the child language and curriculum classes

PowerPoint Outline: I. Introduction II. The Process of Reading III. Reading Development IV. Reading and the Common Core State Standards V. Supporting Students with Literacy Deficits

I. INTRODUCTION

This is one reason why…

New research is finding that for many children, esp. those who are at risk: (“Research on all-day kindergarten”

Written language skills are based on 2 major factors

This is why, when a child is struggling, I often ask a parent:** Is there a family history of reading difficulty? Does anyone in the family have any reading problems? Sometimes it can even be an uncle, aunt, or grandparent

II. THE PROCESS OF READING

This 3 rd grade girl brought her classroom work

Nick brought these from his special day class to use in therapy

A. Step 1 in reading:

The child brings their knowledge to the task

B. Step 2 in reading:

Tambyraja, Farquharson, Logan, & Justice (2015). Decoding skills in children with language impairment: Contributions of phonological processing and classroom performance. American Journal of Speech-Language Pathology, 24, ** They looked at children with language impairment (LI) and measured their phonological processing and word decoding skills 2x during the academic year

The study found that:

C. Step 3 in reading: Morphological awareness (MA)** The recognition, understanding, and use of word parts that carry significance For example, students need to understand that prefixes, suffixes, inflections, and root words are all morphemes which can be taken away from or added to words to change their meaning.

More than 50% of English words are morphologically complex** Students with strong MA are able to approach a novel multisyllabic word and break it into parts in order to predict the word’s meaning. This helps in many areas: decoding, spelling, comprehension, and oral language

MA is especially critical because….

Good, Lance, & Rainey (2015). The effects of morphological awareness training on reading, spelling, and vocabulary skills. Communication Disorders Quarterly, 36 (3), ** This study examined the impact of linguistically explicit instruction on the morphological awareness (MA) skills of 3 rd grade children with language impairment

In this study, they found that children who had explicit MA instruction:

In the study, what worked?** Discussion of rules (e.g., “adding –ly means that an adjective becomes an adverb; an adverb is an adjective that modifies a verb”)

What also worked…

The study also…

D. Step 4 in reading— comprehension:** Meaning is actively constructed by the interaction of words and sentences with personal meanings and experiences At the basic level is decoding

At the highest level:

E. Step 5: Reading fluency (#wpm) depends on a number of factors:

III. READING DEVELOPMENT** Prereading: social rather than formal instruction—parents and children read together The more and earlier parents read, the greater the child’s oral lang and emergent literacy skills

A. Preschool children (hopefully!) develop print awareness:** 1. Display an interest in sharing books 2. Know how to hold a book right side up

Youtube video** Fostering print awareness in low-income preschool children

B. Formal reading instruction** Occurs in school Phonics: sound-letter correspondence in early grades By 7-8 years of age, most ch have the knowledge to become competent readers

In 3 rd grade…

IV. READING AND THE COMMON CORE STATE STANDARDS

**The overarching goal is to create students who are ready to succeed in a globally competitive, 21 st century society

Common Core State Standards--4 major goals:

**Unlike No Child Left Behind (2002), there are no fiscal or other punitive consequences in the standards. Despite this, many professionals nationwide are trying hard to figure out how to help children achieve the standards

**The Common Core State Standards, enacted in 2010, have been adopted by 46 out of 50 states. The standards address English Language Arts and Math

English Language Arts Consists of 4 Areas:

The Common Core State Standards…

This is narrative (story), not expository

**Currently, only 15% of text in elementary school is expository, yet expository reading makes up 80% of reading done in college and workforce. The CCSS will shift expository percentages to 50/50 at elem level, 60/40 in middle school, 75/25 in high school.

In the past, students asked how** they felt about readings—give opinions-- relate readings to their own personal experience.

The CCSS de-emphasize feelings and personal experience, demanding that students present evidence for their answers. They will be asked to present arguments justified by the text they have read.

Grade 5Standard 3:** Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Grade 9Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Examples not on exam

V. SUPPORTING STUDENTS WITH LITERACY DIFFICULTIES

Help with reading comprehension** I have students bring their language arts or other books from their classrooms; we use those in therapy

SUPER POWER READING STRATEGIES** Before I read: Look at the title, headings, and pictures Look at any words in italics or boldface Read the summary at the end of the chapter While I read: Visualize what I read; make detailed pictures in my brain Ask myself questions about what I’m reading Predict what will happen next Highlight key ideas After I have read the whole thing: Look at the title, headings, and pictures again Read over my highlights Ask questions about what I have just read Summarize what I have just read in my own words

PowerPoint Outline: I. Introduction II. The Process of Reading III. Reading Development IV. Reading and the Common Core State Standards V. Supporting Students with Literacy Deficits