Child Language Acquisition (Writing)
- Created by: Sess
- Created on: 30-04-14 05:31
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- Points to analyse for writing
- Barclay: 7 stages of writing (spelling) development
- Stage 1: Scribbling
- Have learnt to hold a pencil or crayon and make random marks on the page
- Stage 2: Mock Handwriting
- Children practice shapes (make pseudo-letters) to look like emergent writing
- Stage 3: Mock Letters
- Children produce random letters without awareness of spacing. No sounds are attached to the letters
- Stage 4: Conventional Letters
- Children match sounds with symbols, writing letters to match sounds heard or spoken
- e.g. 'h' for 'horse'
- Children use initial consonants to represent words that may be read out as if the full word was on the page.
- Children match sounds with symbols, writing letters to match sounds heard or spoken
- Stage 5: Invented Spelling
- Most words are spelled phonetically, but some simple and familiar words may be spelt correctly
- e.g. 'they se some horses they or takeing home a cat i wood lik to be good'
- Most words are spelled phonetically, but some simple and familiar words may be spelt correctly
- Stage 6: Appropriate Spelling
- Sentences become more complex as the child becomes aware of standard spelling patterns.
- Here writing becomes more legible.
- Stage 7: Correct Spelling
- Most words are spelled correctly. Joined up writing may be apparent here.
- Stage 1: Scribbling
- Kroll's stages of writing development
- The Preparatory Stage (From 18 months)
- Children develop the motor skills needed for writing
- They begin to learn the basics of the spelling system
- The Consolidation Stage (6-8 years)
- Children write in the same way as they speak
- They use lots of colloquilisms
- They use short declarative sentences and familiar conjunctions like 'and'
- There is limited punctuation
- They don't know how to finish off the sentence
- The Differentiation Stage (8- mid teens)
- Children become aware of the difference between conventions of spoken and written language
- They understand that there are different genres
- They begin to structure their work using guidelines and frameworks
- They include more complex grammar and sentence structures
- The Integration Stage (midteens- upwards)
- Writing becomes more accurate
- Children understand that style can change according to audience and purpose
- They write expanded stories, with developed characters, a plot and a setting.
- They develop a personal writing style
- The Preparatory Stage (From 18 months)
- General Stages
- When young children do drawings, they are actually learning the motor skills they'll need for writing
- Children learn the conventions of written writing e.g. spellings, punctuation and layout
- How fast they learn to write depends on how much practice they have, intelligence and role models.
- Emergent writing
- Used to describe childrens' early scribbles
- Usually, children have semiotic understanding of what they have written but lack the motor skills
- Are they aware of DIRECTIONALITY?
- Do they have a sense of authorship (do they write their names on their work?
- Are there spaces between the scribbles?
- If so, then the children are aware of each word having a discrete meaning
- Do any resemble letters of the alphabet?
- Are there any ascenders/ descenders?
- If so, then the child is developing their orthagraphical awarenes
- Understanding Genre
- Invitations
- Do they understand the need for politeness in an invitation?
- What language features do they use to reinforce this polite tone?
- Do the children understand the need for persuasiveness in an invitation?
- What persuasiveness techniques do they include?
- Do they understand the need for politeness in an invitation?
- Does the child show understanding of the convention of letters?
- Do they use 'Dear etc." when beginning the letter?
- Rothery's categories for evaluating language
- Observational/ comment
- The writer makes an observation, followed by an evaluative comment (or mixes this with the comment)
- e.g. I saw a tiger, it was very large
- The writer makes an observation, followed by an evaluative comment (or mixes this with the comment)
- Recount
- A chronological sequence of events (orientation - event- reorientation
- e.g. recount of a school trip
- A chronological sequence of events (orientation - event- reorientation
- Report
- A factual and objective description of events of things (chronological)
- Narrative
- A story genre where events occur and are resolved in the end (orientation- complication- resolution- coda)
- Observational/ comment
- Britton's three modes of children's writing
- Expressive
- The first mode to develop because it resembles speech
- Uses first person perspective and the content is usually based on personal preference
- Poetic
- Develops gradually but is encouraged early on due to its creativity
- Phonological features such as rhyme, rhythum and alliteration as well as descriptive devices such as adjectives and similies are common
- Transactional
- When children finally diassociate speech from writing
- the third person is used to create a detached tone
- Expressive
- Invitations
- Spelling
- Children sound out words to stress the sounds and separate syllables
- Clues from the word's meaning are used to make links with similar words
- Writing it down till it 'looks right' is another technique used
- Children will also use grammatical knowledge, such as patterns in affixiation and common inflections to spell words
- Digraphs
- Two letters producing a single sound.
- Homophones
- e.g. steak/stake
- Stages of spelling
- 1) Pre-phonemic
- Imitations of writing, mainly scribbling and pretend writing; some letter shapes are decipherable
- 2) Semi-phonemic
- They link letters and sounds, using this to write words
- 3) Phonetic
- They understand that all phonemes can be represented by graphemes, words become more complete
- 4) Transitional
- Combine phonetic knowledge with visual memory to create an awareness of combinations of letters and letter patterns, including magic 'e' rule
- 5) Conventional
- They spell most words correctly
- 1) Pre-phonemic
- Types of spelling errors
- Insertion
- Adding extra letters
- Omission
- Leaving out letters
- Substitution
- Swapping one letter for another
- Transposition
- Reversing the correct order of letters in words
- Phonetic spelling
- Using sound awareness to guess letters and combos of letters
- Over/under generalisation of a rule
- Over= where it is not appropriate to apply, under= only applying in one specific context.
- Salient (key) sounds
- Writing only the key sounds
- Insertion
- Punctuation and grammar
- Generally, punctuation marks boundaries between units of language
- Certain sentence moods are indicated by punctuation
- Are the full stops standard use?
- Does the writer break rules for effect?
- Are there any commas, semicolons etc
- This would show a development in punctuation
- Commas provide parenthesis
- Are there any quotation marks?
- This shows that the child is aware of the difference between speech and prose
- Question marks and exclamation marks add prosodic effects
- Are there any paragraphs?
- Are there more complex adjectives such as superlatives?
- Barclay: 7 stages of writing (spelling) development
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