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The development of reading: phonics & word recognition

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The development of reading: phonics & word recognition

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  1. The development of reading: phonics & word recognition P/T PGCE – Week 3 Listening to children read

  2. A reminder The Simple View of Reading (SVR) Rose (2006) Independent review of the teaching of early reading. London: DFES

  3. Aims of the session • Develop an understanding of how teachers nurture children’s phonemic awareness and phonic knowledge. • Understand how to assess children’s word recognition and comprehension using miscue analysis. • Consider current confidence in teaching systematic, synthetic phonics and set targets.

  4. How schools teach reading? Cracking the Code - Teachers TV

  5. How do children develop as readers? cueing strategies comprehension: literal and inferential phonemic awareness grapheme phoneme correspondence motivation enjoyment talking about books and reading choices experience of different genres phonic knowledge

  6. Assessment tools • Primary Language Record (CLPE) • First Steps (Reading) • National Curriculum level descriptors • Assessing Pupil Progress (APP) • http://nationalstrategies.standards.dcsf.gov.uk/node/151674?uc=force_uj • http://nationalstrategies.standards.dcsf.gov.uk/node/20683 Through: observations, reading conferences, running records or miscue analysis.

  7. Another way of assessing reading Miscue analysis • Developed by Kenneth Goodman (1969) ‘a window on the reading process’ • Aim is to identify the errors that children are making and therefore help them improve • Uses an unknown text • Should be of interest to them • If more than 1 in 10 miscues – too hard. If text is too easy – doesn’t work Process • Between 150 – 300 words • Child reads through first, then retells or describes the story • Child reads the passage aloud and at the same time miscues are marked on a copy of the text • Discuss the text afterwards

  8. What is a miscue? • A cue is a signpost I use in order to work out a word. • Therefore a missed cue is when I don’t interpret the signpost correctly or I don’t even see it or I don’t know how to use it and then I used something else. • However, there are degrees of misinterpretation that may or may not affect the reading. • Miscues tell me where the child is in terms of the above.

  9. Types of errors • M –Meaning –Semantic Information • Example: gigantic = great • S –Structure –Grammatical Information • Example: I went to the shop = I went to the swimming • V –Visual –Grapho-phonic Information (this might be related to spelling or phonic knowledge). • Example: was = saw • Example: shop = sop You need to use the above in your analysis tool and to refer to these terms in your assignment. • The text said: A male whale is known as a bull.

  10. Types of errors • M –Meaning –Semantic Information • S –Structure –Grammatical Information • V –Visual –Grapho-phonic Information • The text said: A male whale is known as a bull.

  11. A male whale is known as a bull

  12. For self study • Familiarise yourself with the PNS strands 7 & 8 which cover the objectives for text level work, including comprehension. Read the appendix 1 to the Rose Report which has the title The Simple View of Reading. • Read through the Early Reading Portfolio and consider the tasks you need to complete. Complete your current confidence on each of the areas. • Have a go at the Early Reading Audit (open now). • Visit the Early Reading section in School Resources and familiarise yourself with the range of schemes. • Read DfES (2005) Miscue Analysis – you are carrying out a miscue analysis on SE1 so familiarise yourself with the process.