Child Language Acquisition-Reading

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Bruner LASS & Donaldson & Scheffler's Techniques.

Gaining attention - getting the baby's attention on a picture

Query - Asking the baby what the object in the picture is

Label - Telling the baby what the object in the picture is

Feedback - Responding to the baby's utterance

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Animals as the main characters

Phonological devices (rhymes)

Direct speech

Pictures & layout/text image cohesion

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Reading Cues.

Graphophonic - Looking at the shape of words, graphemes

Semantic - Understanding the meaning of words and making connections between words in order to decode new ones

Visual - looking at the word

Syntactic - Applying knowledge of word order and classes to see if the word seems correct in the context

Contextual - Searching for understanding in the situation of the story by applying their own experience and understanding of social conventions

Miscue - When reading a child might miss a word or substitute another that looks familiar. They might also use the pictures to guess the word

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Chall's Stages of Reading Development.

  • 0 - Pre reading & pseudo reading - up to 6 years - pretend reading, turning pages and recounting a story previously heard. Some letter and word recognition (usually their name). Predicting single words or next stage of the story.
  • 1 - Initial reading & decoding - 6-7 years - Reading simple texts with high frequency lexis. Learning the relationships between phonemes and graphemes. 600 written words understood.
  • 2 - Confirmation & fluency - 7-8 years - Reading more quickly, accurately and fluently. Paying more attention to the meanings of words and the text. 3000 written words understood.
  • 3 - Reading for learning - 9-14 years - Reading for knowledge and information becomes the motivation.
  • 4 - Multiplicity & complexity - 14-17 years - Responding critically to what they read and analysing texts.
  • 5 - Construction & reconstruction - 18+ years - Reading selectively and forming opinions about what they have read.
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Reading Schemes.

Lexical repetition - Usually the new lexis introduced in the book and proper nouns.

Syntactical repetition of structures - Usually subject-verb-object order and simple sentences containing one clause (early books)

Simple verbs - Simple verbs used (e.g. is) rather than verb phrases

One sentence per line - Helping children to say complete sentences

Anaphoric refrencing - Pronouns (he/she) refer to the names of characters already mentioned

Limited use of modifiers - This makes graded reading schemes different from imaginative stories with adjectives to add detail

Text image cohesion - The picture tells the story of the text on the page

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