What is Reading?

1. What is Reading?

2. ‘Twas brillig and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogroves, And the mome raths outgrabe Lewis Carroll, Through the Looking Glass

3. What is reading? • It’s filling out workbooks • Pronouncing letters • Putting sounds together to make words • Reading is learning to read hard words • Reading is like thinking . . You know, it’s understanding the story • It’s like when you find out things • Harste, 1978

4. What is Reading? • Learning letter-sound relationships and then using that knowledge to decode words letter by letter • Being fluent: being able to read all the words in a text accurately and smoothly • Constructing meaning, and using everything you know to do it

5. How did you learn to ride a bike?

6. What information do we use as we read? • Semantic information • Meaning cues from each word and sentence and from the evolving whole as you progress through a text • Syntactic information • Grammatical cues like word order and word endings • Graphic and grapho-phonic information • Cues from letters and letter patterns combined with our knowledge of letter-sound patterns

7. The Clolf in Weep’s ShothingThere was once a wig bolf who trew gired of funting for his hood. “It’s such ward hork and it’s no shun being fot at by fad marmers,“ he said.Ho se thought of a plever clan. De hecided to hap wrimself in a leepskin and shive in a peep shen.

8. Reading is an Interactive Process M E A N I N G Reader constructs the message through: - background knowledge - knowledge of text types - selecting cues - predicting - confirming or correcting Printed Text Provides information: - semantic cues - syntactic cues - graphophonic cues

9. How would you illustrate this story? The siblings were playing at the table, and the older one was winning. Their mother came into the room, and when she saw what was happening she told him to let his sister win once in awhile. Then she told them to clear the table because their father would be home shortly and it would be time to eat.

10. Models of Reading and Writing 1. Bottom-Up 2. Top-Down 3. Interactive

11. Approaches to Reading Instruction • Phonics approach • Sight-word approach • Linguistic approach • Language Experience Approach • Basal Reader Approach • Whole Language Approach • Balanced Reading Approach

12. Applying these ideas to the Articles • What model of reading seems to be held most closely by this author? • What evidence from the article leads you to that conclusion? • What questions would you like to ask of these authors? • Whose arguments do you find most compelling?

13. Strickland’s Whole-to-Part-to-Whole Framework: Blending Skills with Meaning • WHOLE to PART to WHOLE Learning with, Learning about Learning to through and how the parts apply what about whole (textual features) was learned Texts of language function with, through in written texts and about written texts

14. Interpreting the TORP • Scoring: • Tally the total score giving each answer the numerical value given – except for – • Numbers 5, 7, 15, 17, 18, 23, 26 & 27, where you reverse the numerical value (e.g. 1=5, 2=4, etc)

15. The Continuum of Theoretical Orientations Phonics Skills Whole Language 0 – 65 65 – 110 110 - 140

16. Paradigms for Teaching Language and Literacy • The Transmission Approach • The Transactional or Constructivist Approach