1. Language & Literacy in the School Years

2. 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

3. 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

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

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

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

7. Contextualized v. Decontextualized Language

8. 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

9. 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

10. 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

11. 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

12. Stage 3 - Primitive Narratives
/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

13. 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

14. 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

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

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

17. 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?

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

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

20. 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

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

22. 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

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

24. 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

25. 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

26. 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

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

28. 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

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

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

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

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

33. Chall’s Model of Reading Development

34. Chall’s Model of Reading Development Cont’

35. 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

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

37. 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

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

39. 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’

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

41. 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

42. 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

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