EDUC371: READING ACQUISITION IN THE PRIMARY CLASS - EXAM NOTES
WEEK 1 – FROM ORALITY TO LITERACY
Literacy• “Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts”
• “Autonomous” – literacy is viewed as a physiological and cognitive process of skills acquisition and a neutral process that can be universally taught
• “Ideological” – literacy development is as relevant to being situated in particular social and cultural communities and practices as being taught in school
Theoretical Perspectives
• Maturational
• Cognitive developmental
• Emergent
• Cambourne’s seven conditions of literacy learning
• Socio-‐cultural
Oral Language: Key Components
• Phonological (sound patterns)
• Syntactic (system of structuring sentences)
• Semantic (meaning of words and sentences)
• Pragmatic (use of language in particular contexts) Connect Orality to Literacy
• Phonological awareness – the ability to hear sounds in words, such as syllables, rimes and phonemes
• Phoneme awareness – older children
• Rime awareness – words that rhyme and words that do not rhyme
• Alphabet knowledge and phonological awareness – alphabetic principle: understanding that speech sounds in spoken words are represented by graphemes in print
WEEK 2 – UNDERSTANDING READING
Reading• The ability to decode, make meaning from and use a range of texts, including multimodal texts, with purpose and critical awareness
Foundations of Reading
• Oral language
• Vocabulary and conceptual knowledge
• Concepts about print and books
• Phonological awareness
• The alphabetical principle Oral Language
• Children’s knowledge about words and sentences, and phonological awareness
• Means to discuss texts, how to read/write
• Cueing systems: semantic (word), syntactic (sentence) and graphophonic (sound) Conceptual or Topic Knowledge
• Prior knowledge
• Knowledge of the world
• Pre reading activities
Concepts about Books and Print
• Book handling
• Directionality Concept of word
• Concept of letter
• Punctuation Phonological Awareness
• Prerequisite for the application of graphophonic knowledge (letter-‐sounds relationship)
Word Level > Syllable Level > Onset-‐rime Level > Phoneme Level 1. Rhyme recognition
2. Can generate a rhyme
3. Can isolate and say the initial sound of a word 4. Can blend the sounds in 2 phonemes words
5. Can segment and say all of the sounds in 2/3 phoneme words
6. Can blend the sounds in 4 phoneme words containing initial consonant blends 7. Can isolate and say the sounds in 4 phoneme words that contain initial blends 8. Can blend the sounds in 4-‐5 phoneme words that contain initial ^inal blends The Alphabetic Principle
• Distinguishing the shape of the letter from other letter shapes
• Being able to recall and recognise the shape of a letter from its name
• Writing the shape of the letter with the correct movement, orientation and relationship to other letters
• Naming the letter
• Recognising and articulating a sound associated with the letter shape
• Recalling the shape of the letter when given its sound
WEEK 3 – PHONEMIC AND PHONOLOGICAL AWARENESS
Phonemic Awareness• The ability to detect, count, segment, blend and manipulate individual phonemes
• The ability to focus on and manipulate phonemes in the spoken word Phonological Awareness
• The understanding that speech can be broken down into smaller parts
• Word Level > Syllable Level > Onset-‐rime Level > Phoneme Level Sequence of Phonological Awareness Development
1. Can recognise whether two words rhyme 2. Can think of a rhyme for a simple word
3. Can isolate and pronounce the initial sound of a word 4. Can blend the sounds in 2 phoneme words
5. Can isolate and pronounce all the sounds in 2-‐ and 30 phoneme words
6. Can blend the sounds in four-‐phoneme words containing initial consonant blends 7. Can isolate & pronounce the sounds in four-‐phoneme words that contain initial blends 8. Can blend the sounds in 4-‐ and 5-‐ phoneme words containing initial and ^inal blends Word Level
• A single distinct meaningful elements of speech or writing, used with others to form a sentence and typically shown with a space on either side written or printed
• Speech – combination of words, not just sound Onset-‐Rime Level
• Onset: beginning sounds of a single syllable word, precedes the ^irst vowel
• Rime: rhyme
