How do children learn to read?

1. How do children learn to read?

2. WHAT IS READING? ‘I define reading as a message-getting, problem-solving activity which increases in power and flexibility the more it is practised.’ Marie Clay Becoming Literate Meaning facilitates reading; it is not just the outcome of it.

3. There are three cueing systems. We use all three simultaneously. Structure Meaning understanding the author’s message Visual

4. 1. Structure- Does it sound right? Syntactic cues • These cues are based on our knowledge of how language works. • Layout of the page • Text type • Oral language competence/experiences • Writing experiences

5. It …………..under the water. The word must be a Verb!

6. 2. Meaning – Does it make sense? Semantic cues • These cues are based on meaning, which comes from our knowledge of the subject (or our schema). • Life experiences • Connections we make with the text • Illustrations

7. Tommy put his pet tortoise in the tank. It ……………… under the water. It’s still a verb but it can only describe the movement of a tortoise.

8. 3. Visual- Does it look right? Grapho-phonic cues • These cues are based on the shape and the sound of words. • Syllables • Initial sounds • Inflexions • Onset and rime • Hearing all sounds in words

9. Tommy put his pet tortoise in the tank. It d……… under the water. It can only be a verb beginning with d which describes the movement of a tortoise.

10. Decoding words based on our knowledge of letters and sounds and the way words look. Making new predictions about what will happen next Confirming or correcting what we’ve just read

11. Early reading behaviours • Looking at pictures • Re reading • Pointing to words (1 to 1 matching) • Substituting • Appealing • Using directional movement • Correcting errors • Sounding out • Omitting words • Self correcting • Self monitoring (listening to how the reading sounds)

12. Maddisyn, aged 3 What early reading behaviours can you identify?

13. Early reading strategies • Self-monitoring (or checking on oneself) • Predicting or anticipating • Confirming • Cross checking cueing systems • Searching for information • Self correcting

14. Successful readers: • Expect what they read to make sense • Can make predictions based on their understanding of the content and of the language • Can test their predictions • Can correct themselves when their predictions are incorrect

15. The difficulty of your set could be increased if you do a jam followed by a peach. ?

16. Comprehension questions • Does a jam precede a peach? • How can you increase the difficulty of a set? • Will a set including a jam be more difficult than a set including a peach? • Explain how you can improve your set.

17. The point values you can earn on your gymnastics routine can be bigger if you include, in sequence, two particular skills on the uneven parallel bars: the "jam," which leaves the gymnast sitting on the high bar; and the "peach," where the gymnast moves from the high bar to the low bar.

18. The Three Billy Goats GruffOnce upon a time there were three billy goats; a big billy goat, a middle-sized billy goat and a small billy goat. Every day they went across the bridge to eat the green grass on the other side.But, under the bridge, there lived a great, ugly troll.Trip-trap, trip-trap, trip-trap.“Who’s that tripping over my bridge?” roared the ugly troll.