Language & Literacy in the School Years

1. Language & Literacy in the School Years

2. Objectives • 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.

3. Objectives • 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

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

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

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

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

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

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)

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.

12. Stage 3 - Primitive Narratives • 4 - 4 1/2 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

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

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.

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

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

17. What Makes a Good Story? Linguistic Cohesion • Use of conjunctions • Pronominalization • Description of individual pictures • Thematic subject strategy • Anaphoric reference

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

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

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

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

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

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

24. Review Question • 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

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?

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?

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

28. Home Support of Literacy • Uses of literacy in the home • Parental engagement of children in literacy experiences • SES differences • Cultural differences

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

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

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

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

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

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

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

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

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

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

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