English language - Reading acquisition

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  • CLA - Reading
    • Jeane Chall (6 stages of children's reading development)
      • 0 = pre-reading
        • up to 6yrs
        • 'Pretend' reading, some letter + word recognition
      • 1 = Initial reading
        • 6-7yrs
        • Simple texts containing high frequncy lexis
      • 2 = confirmation and fluency
        • 7-8yrs
        • Reading more quickly, accurately and fluently
      • 3 = Reading for learning
        • 9-14yrs
        • For knowledge, information becomes the motivation
      • 4 = Multiplicity and complexity
        • 14-17rs
        • Critical analysing
      • 5 = Construction and reconstruction
        • 18+yrs
        • Selective. Opinions form
    • Young readers need to know...
      • Relationship between symbols (graphemes) and sounds (phonemes)
      • Texts have cohesion
      • Texts are organised in particular ways (chapters, page numbers)
      • Texts differ in organisation according to genre (fiction + non-fiction)
      • Texts represent orginal culture with its rules and conventions (reading left to right)
    • Jerome Bruner
      • LASS (language acquisition suport system)
        • How adults encourage children speech by using books to interact with babies and young children.
        • 1 = Gaining attention
          • Getting child to look at book
        • 2 = Query
          • Asking child what an object in a picture is
        • 3 = Label
          • Telling the child what the object is
        • 4 = Feeback
          • Responding to child's utterance
    • How are they taught to read?
      • Look and say - whole word approach
        • learn to link the object and referent
        • Flashcards with individual words accompanied with a related picture
      • Phonics
        • Chilren learn different sounds made by different letters,letter blends and the rules of putting them together
        • Emphasis on hearing, differntiating and replicating sounds in spoken words
    • Reading schemes
      • Lexical repetition
      • Repetition of structures (SVO)
      • Simple verbs
      • Limited use of modifiers
      • Text-image cohesion

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