Reading and Writing Acquisition

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What are Kroll's 4 stages of writing development?

1. prepatory stage (4-7) 

- the child develops basic motor skills and they acquire the basic spelling system

2. consolidation (7-9)

- at this stage the child can write what they can say and so writing often reflects spoken language especially in terms of spelling 

3. differentiation (9+)

- writing starts to differ from spoken language and they begin to edit/draft and revise 

4. integration (14+) 

- now the child can vary their language style and develop their own personal voice 

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What are the 5 functions of writing?

1. practical 

- to do lists, shopping lists etc.

2. job related 

- lots of people have to write for work e.g meetings 

3. stimulating 

- writing can often help to provoke and organise your thoughts 

4. therapeutic 

- sometimes it is easier to express your feelings in writing than it is to say them out loud 

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What are Barclay's 7 stages of writing acquisition

1. scribbling - a child will make random marks on a page and are encouraged by being given paper and writing tools 

2. mock handwriting - often this is alongside drawings and are lines of wavy scribbles that resemble the shape of cursive writing 

3. mock letters - letter like shapes start to form which resemble conventional letters

4. conventional letters - often at first a child will write their own name 

5. invented spelling - a child will cluster letters to mimic words that dont appear conventional 

6. phonetic spellings - as a child starts to associate sounds with letters they begin spelling phonetically 

7. conventional spelling 

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What are the influences of the oral tradition in c

1. epithet - words that come before the character e.g the big bad wolf 

2. alliteraion - repetition of consonant sounds

3. assonance - repetition of the vowel sounds 

4. balanced sentences - two ideas, side by side where the second either compliments or contrasts the first

5. repeated formulae - usually this will be a spell or a certain structure 

6. proverb - most stories include a moral such as never talk to strangers

7. parrallel sentences - the syntax is repeated across sentences 

8. rhythmic language - keeps children engaged

9. additive structure - using and or but instead of because to keep the story flowing 

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Who are the reading acquisition theorists?

1. Ruth Miskin - writes phonics books so can be used to talk about childrens acquiring phonics to decode words 

2. Pettito and Holowaka - did a lot of work on bilingual children and their ability to pick up phonics, they found that the more languages a child knows, the easier they pick up phonics 

3. Kennings - this is an Icelandic language idea where you name give a noun the same meaning but with different names e.g knife = sharp cutter, this expands a child's vocabulary

4. Lev Vygotsky - uses the theory of the ZPD - the zone of proximal development (the result of what a child can do on their own as well as what they can do with help) and the MKO the more knowledgable other to show the importance of parents and children reading together in the early stages of reading development 

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What are the teaching methods for reading?

1. the look and say approach 

2. phonics

i) analytic phonics 

- seperating words into smaller units to decode them, it uses rhyme to learn similar sound patterns 

ii) analytic phonics 

- children learn the invidual phonemes, they see the symbol, learn the sound and then use an action e.g magnetic letters to cement the sounds they have learnt

*reading schemes are staged to extend a childs semantic and lexical knowledge 

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What are Bruner's 4 stages of children's books?

1. gaining attention - getting the child's attention on a picture 

2. query - asking the child what it is 

3. labelling - telling the child what it is 

4. feedback - responding to the childs utterance 

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What are the important features of children's book

1. characters - they are usually small animals e.g mice 

2. broken stereotypes - often the smallest animal is the hero of the story 

3. coining of new words - words such as the Gruffalo interest the child 

4. poetic phonological devices - used to keep children engaged

5. direct speech - using different voices of characters

6. graphology - pictures to illustrate what is happening in the story 

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What are Chall's stages of reading?

1. stage 0 (up to age 6) prereading or pseudo reading - pretend reading, the child can recognise a few letters or words 

2. stage 1 (6-7) initial reading and decoding - start to read simple texts with high frequency lexis 

3. stage 2 (7-8) confirmation and fluency - reading becomes quicker, accurate and fluent, children begin to pay more attention to the words and meanings

4. stage 3 (9-14) reading for learning - reading for knowledge is the motivation 

5. stage 4 (14-17) multiplicity and complexity - children begin responding more critically to what they have read and can analyse texts 

6. stage 5 (18+) construction and reconstruction - reading becomes selective, forming opinions on what has been read 

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How do children deconstruct words?

1. graphaphonic - looking at the shapes of words 

2. semantic - understanding the meaning 

3. visual - looking at the pictures 

4. syntactic - applying knowledge of word class and order 

5. contextual - searching for understanding of a story through the context

6. miscue - when a child makes an error by guessing what comes next in the story 

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What are the stages of reading books?

1. 0 - 18 months 

- losts of pictures for children to label, hypernyms and relevant hyponyms as well as lots of adjectives and nouns

2. 2 - 5 years 

- books should be read to children NOT by them because they include complicated structures and grammar, their understanding of these structures is ahead of their ability to use them 

3. 5 - 7 years 

- books are meant to be enjoyable and shared, introducing children to storytelling 

4. 8 years onwards 

- children are now independent readers 

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What are the most common early phonological mistak

1. addition - adding an extra vowel e.g eggu

2. assimilation - consonant/vowel sounds like another one e.g gog

3. deletion - missing out a consonant e.g ca instead of cat 

4. substitution - one sound replaces another e.g tat

5. consonant cluster - th which are very hard for young children to pronounce 

6. reduction - breaking down a difficult word or sound 

7. reduplication - whole syllables repeated e.g choo choo 

8. deletion of unstressed syllables - omitting syllables especially in polysyllabic words

* although a child may struggle with the pronunciation of certain phonemes, they understand semantic differences as was proved in the fis phenomenom 

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What are the stages of phonological development?

- children use vowels before consonants 

- by the age of 2 and a half they will be able to use all vowels and 2/3 of their consonants

- by the age of 4 they will have acquired both but struggle with some certain consonants

- by age 6 or 7 they should be confident with both

- initial consonants are easier to master

- intonation is much more difficult to grasp and theorist Cruttendon believes it develops up until we are teenagers

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What are the different phonemes/sounds?

1. plosives - are explosive sounds such as p, d, k, b, t, and g

2. fricatives - are a more controlled sound like f, v, th, s, z, sh and h 

3. affricatives - are a plosive followed by a fricative like ch and dg

4. nasals - air streams through the nose and not the mouth like in m, n, and ng

5. latterals - air moves through the mouth like l 

6. approximants - known as semivowels like r, w, and j

7. glottal - the complete shutting off of the air stream 

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