Language & Literacy Language & Literacy in the School Yearsin the School Years

ObjectivesObjectives1.1. You will be able to describe 5 You will be able to describe 5

components of skilled reading.components of skilled reading.

2.2. You will be able to describe and contrast You will be able to describe and contrast different approaches to reading different approaches to reading instruction. instruction.

3.3. You will be able to describe and provide You will be able to describe and provide examples of metasemantic, examples of metasemantic, metasyntactic, and metapragmatic metasyntactic, and metapragmatic awareness. awareness.

ObjectivesObjectives4.4. You will be familiar with features of You will be familiar with features of

narrative development.narrative development.

5.5. You will be able to discuss cultural You will be able to discuss cultural differences in narrativesdifferences in narratives

6.6. You will be able to describe and You will be able to describe and provide examples of several provide examples of several aspects of creative language useaspects of creative language use

Language & LiteracyLanguage & Literacy

The relationship b/w spoken & The relationship b/w spoken & written wordswritten words

The relationship b/w spoken The relationship b/w spoken language & reading/writinglanguage & reading/writing

Phonological AwarenessPhonological Awareness

DefinitionDefinition Development of Phonological Development of Phonological

AwarenessAwareness– Identifying # of syllablesIdentifying # of syllables– Analyzing syllables into constituentsAnalyzing syllables into constituents

SignificanceSignificance Causes Causes

Later Lexical DevelopmentLater Lexical Development

Relationship to readingRelationship to reading Size of children’s vocabularySize of children’s vocabulary Reason for increaseReason for increase

Contextualized v. Contextualized v. Decontextualized LanguageDecontextualized Language

Oral Language Written Language

Contextualized Face-to-faceconversation

about here & now

menus, labels,some signs

Decontextualized Narratives &lectures

Almost all writtenlanguage

Characteristics of Characteristics of Decontextualized LanguageDecontextualized Language

Distance b/w sender & receiverDistance b/w sender & receiver Use of complex syntactic structureUse of complex syntactic structure Permanency of the informationPermanency of the information Autonomous (rather than interactive) Autonomous (rather than interactive)

establishment of truthestablishment of truth Explicitness of referenceExplicitness of reference High degree of cohesionHigh degree of cohesion

Hoff-GinsbergHoff-Ginsberg

Phases in Development of Phases in Development of Early Narrative AbilitiesEarly Narrative Abilities

1st Phase - Elicited information1st Phase - Elicited information– Styles of adult supportStyles of adult support

2nd Phase - Less questioning by 2nd Phase - Less questioning by adultsadults

3rd Phase - Include more unique 3rd Phase - Include more unique informationinformation

Stages of Narrative Stages of Narrative Development Development

Applebee’s SystemApplebee’s System Stage 1 - Heap StoriesStage 1 - Heap Stories

– 2-3 years of age2-3 years of age– Consist ofConsist of

labelslabels descriptions of eventsdescriptions of events

– Contains no themesContains no themes

(Paul, 1995)(Paul, 1995)

Stage 2 - Sequence StoriesStage 2 - Sequence Stories

3 year olds3 year olds Child labels events that involve a key Child labels events that involve a key

theme, character, or setting.theme, character, or setting. No plotNo plot Temporal or causal relationships not Temporal or causal relationships not

provided. provided.

Stage 3 - Primitive Stage 3 - Primitive NarrativesNarratives

4 - 4 1/2 year olds4 - 4 1/2 year olds Narrative contains a core character, Narrative contains a core character,

object or event.object or event. ContainsContains

– initiating eventinitiating event– an actionan action– a consequence of that actiona consequence of that action

No real ending or resolutionNo real ending or resolution

Stage 4 - Chain NarrativesStage 4 - Chain Narratives

4 1/2 - 5 year olds4 1/2 - 5 year olds Some cause & effect or temporal Some cause & effect or temporal

relationshiprelationship Weak plotWeak plot Attributes or characters of plot not Attributes or characters of plot not

providedprovided Ending may not be logicalEnding may not be logical

Stage 5 - True NarrativeStage 5 - True Narrative

5 - 7 year olds5 - 7 year olds Contains:Contains:

– themetheme– central character (& motivations)central character (& motivations)– plotplot

Events are logical & temporal.Events are logical & temporal. Ends with a resolution of the Ends with a resolution of the

problem.problem.

Narrative Development Narrative Development During School AgeDuring School Age

Types of Narratives/GenresTypes of Narratives/Genres– Personal narrativesPersonal narratives– ScriptsScripts– StoriesStories

Children’s abilitiesChildren’s abilities

What Makes a Good Story?What Makes a Good Story?

Story CoherenceStory Coherence Story GrammarStory Grammar

– SettingSetting PlacePlace CharactersCharacters

– EpisodesEpisodes Initiating eventInitiating event ProblemProblem ResolutionResolution

What Makes a Good Story?What Makes a Good Story?

Linguistic CohesionLinguistic Cohesion Use of conjunctionsUse of conjunctions PronominalizationPronominalization

– Description of individual picturesDescription of individual pictures– Thematic subject strategyThematic subject strategy– Anaphoric referenceAnaphoric reference

Narratives & CultureNarratives & Culture

Home/school match/mismatchHome/school match/mismatch

Topic-focused narrativesTopic-focused narratives

Topic-associated narrativesTopic-associated narratives

Metalinguistic DevelopmentMetalinguistic Development

Stage 1Stage 1: : Literacy SocializationLiteracy Socialization

Distinguish print from nonprintDistinguish print from nonprint

Know how to interact with booksKnow how to interact with books

Metalinguistic DevelopmentMetalinguistic Development

Stage 2Stage 2: : Word Consciousness, Word Consciousness, Segmentation, ComprehensionSegmentation, Comprehension

Recognize word boundariesRecognize word boundaries Discuss parts of speechDiscuss parts of speech Separate words into syllablesSeparate words into syllables Unable to understand 1 word can Unable to understand 1 word can

have different meaningshave different meanings

Metalinguistic DevelopmentMetalinguistic Development

Stage 3Stage 3: : Segmentation & Segmentation & ComprehensionComprehension

Understand verbal humor w/ Understand verbal humor w/ linguistic ambiguitylinguistic ambiguity

Understands words can have several Understands words can have several meaningsmeanings

Types of Metalinguistic Types of Metalinguistic AwarenessAwareness

MetasemanticMetasemantic– Word AwarenessWord Awareness

comprehension of term “word”comprehension of term “word” understanding that words are “units”understanding that words are “units” understanding that relationship b/w understanding that relationship b/w

phonemes & referents are arbitraryphonemes & referents are arbitrary

Types of Metalinguistic Types of Metalinguistic Awareness Cont’Awareness Cont’

MetasyntacticMetasyntactic– correct ungrammatical sentences correct ungrammatical sentences

presented to thempresented to them

MetapragmaticMetapragmatic– explain social rulesexplain social rules

Review QuestionReview Question

A child who understands the term A child who understands the term “word” refers to units of the “word” refers to units of the language system has:language system has:

A. Metasyntactic awarenessA. Metasyntactic awareness B. Metapragmatic awarenessB. Metapragmatic awareness C. Word awarenessC. Word awareness D. Overcome word retrieval D. Overcome word retrieval

difficultiesdifficulties

Tarzan learns to readTarzan learns to read How did you learn to read?How did you learn to read?

– Is it Is it commoncommon to learn to read without to learn to read without instruction?instruction?

– Is it Is it possiblepossible to learn to read without to learn to read without instruction?instruction?

More questions about More questions about readingreading

Is it possible to understand a written Is it possible to understand a written language if you have no contact with language if you have no contact with the users of the language? Of any the users of the language? Of any language?language?

Did Tarzan have metalinguistic Did Tarzan have metalinguistic awareness? Can you learn to read awareness? Can you learn to read without that?without that?

Literacy Experiences at Literacy Experiences at HomeHome

Emergent literacyEmergent literacy What is learnedWhat is learned

– Environmental printEnvironmental print– Conventions of printConventions of print– Functions of literacyFunctions of literacy

Home Support of LiteracyHome Support of Literacy

Uses of literacy in the homeUses of literacy in the home Parental engagement of children in Parental engagement of children in

literacy experiencesliteracy experiences SES differencesSES differences Cultural differencesCultural differences

Literacy in Trackton & Literacy in Trackton & RoadvilleRoadville

Similarities b/w communitiesSimilarities b/w communities

Differences b/w communitiesDifferences b/w communities

Implications for literacy instructionImplications for literacy instruction

Components of ReadingComponents of Reading

Phonemic AwarenessPhonemic Awareness

Letter recognitionLetter recognition

Grapheme-phoneme correspondence Grapheme-phoneme correspondence

rulesrules

Components of Reading Components of Reading Cont’Cont’

Word recognitionWord recognition– decoding skillsdecoding skills– sight-word vocabulariessight-word vocabularies

Semantic knowledgeSemantic knowledge– Refers to “all information about a word”Refers to “all information about a word”

Components of Reading Components of Reading Cont’Cont’

Comprehension & interpretationComprehension & interpretation– Successful comprehension depends onSuccessful comprehension depends on

automatic word recognitionautomatic word recognition vocabulary sizevocabulary size working memoryworking memory world knowledgeworld knowledge

Chall’s Model of Reading Chall’s Model of Reading DevelopmentDevelopment

Stage Age Features 0 6 mos - 6 yrs

Preschool, K “Pretend” reading Prints own name Recognizes some signs

1 6-7 yrs Grade 1,

Beg Grade 2

Learns G-Ph Rules Sounds out 1 syllable words Reads simple texts

2 7-8 yrs Grades 2-3

Reads simple texts fluently Basic decoding skills improve Sight vocab & meaning

Chall’s Model of Reading Chall’s Model of Reading Development Cont’Development Cont’

Stage Age Features 3 9-14 yrs

Grades 4-9 Reads to learn new knowledge Reads info from a single perspective

4 15-17 yrs Grades 10-12

Reads a wide range of materials from a variety of perspectives

5 18 & older Reads w/ self-defined purpose Integrates own knowledge w/ knowledge of others Reads rapidly & efficiently

Children with Reading Children with Reading ProblemsProblems

DiagnosisDiagnosis Average - above average intelligenceAverage - above average intelligence No cognitive or social deficitsNo cognitive or social deficits

DyslexiaDyslexia Visual-perceptual deficitsVisual-perceptual deficits Linguistic processing disorderLinguistic processing disorder Single disorder v. clusterSingle disorder v. cluster Difficulties with phonological processingDifficulties with phonological processing

WritingWriting

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

writingwriting

Benefits of Early “Writing” Benefits of Early “Writing” ExperiencesExperiences

Involvement in writing processInvolvement in writing process Helps learn relationship b/w speaking Helps learn relationship b/w speaking

& writing& writing Develop alphabetic principle by Develop alphabetic principle by

writing letters on their ownwriting letters on their own Exposes children to relationship Exposes children to relationship

between reading & writingbetween reading & writing

Writing DevelopmentWriting Development

1. Marks on paper1. Marks on paper

2.2. Controlled scribbling Controlled scribbling

3.3. Scribble stories Scribble stories

Writing Development Cont’Writing Development Cont’

4.4. Scribbles with letter awareness Scribbles with letter awareness

5.5. Word awareness Word awarenessode ef di ditode ef di dit

6.6. Inventory writing Inventory writingI love mom. I love dad.I love mom. I love dad.

7.7. Sentence writing Sentence writing

8. Paragraph writing8. Paragraph writing

Approaches to Reading Approaches to Reading InstructionInstruction

Reading as decodingReading as decoding Phonics methodsPhonics methods Bottom-up skillsBottom-up skills Teach decodingTeach decoding Focus of instructionFocus of instruction

Approaches to Reading Approaches to Reading InstructionInstruction

Reading for MeaningReading for Meaning Texts as sources of meaningTexts as sources of meaning Function over formFunction over form Sight vocabularySight vocabulary Top-down approachTop-down approach Whole-language & language Whole-language & language

experience approachesexperience approaches

Whole-Language ApproachWhole-Language Approach

Construct meaning from experienceConstruct meaning from experience Language is not separated into partsLanguage is not separated into parts Read aloud to childrenRead aloud to children Comprehension & production of oral Comprehension & production of oral

& written language are part of one & written language are part of one processprocess

Current Reading ApproachCurrent Reading Approach

Focus onmeaning

Stress oral &written langconnection

Integrationof decoding skills