Reading and Writing, Lan Acquisition

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COHESION
The way in which a text appears logical and well constructed
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GRAPHEME
A written symbol, letter or combination of letters that is used to represent a phoneme
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CUEING
The strategies used to help decode written texts
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MISCUE
Errors made by children when reading
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SYNONYMS
Words with similar semantic value
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Hyponym
Falls within the semantic field of its hypernym. IE crimson, scarlet, claret are all hyponyms of the hypernym red.
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NOUNS AND ADJECTIVES ARE
the most common word classes in early books that only contain a few words
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BRUNER
LASS theory explains parent-child interactions encourage acquisition. 1. gaining attention, 2. query, 3. label, 4. feedback
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C-V-C
Consonant-Vowel-Consonant words, IE cat dog fat hog
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HIGH FREQUENCY WORDS
First 100 words a child is likely to learn, used the most. Mostly prepositions or nouns in the semantic field of childhood - he, up, in, children, mum
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LOOK AND SAY
Children learn the shapes of whole words rather than breaking them down into phonemes. Memory rather than skill.
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ANALYTIC PHONICS
To break the word down into individual phonemes
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SYNTHETIC PHONICS
Kids learn 44 separate phonemes
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JEANNE CHALL
Stages of reading development: 0 Pre reading/psuedo reading (up to 6). 1 initial reading and decoding (6-7). 2 confirmation and fluency (7-8). 3 reading for learning (9-14).
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KNOWLEDGE OF SYNTACTIC STRUCTURE
Means we can predict what word class a word is going to be, based on where it falls in the sentence. IE I am wearing a ***
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SEMANTIC UNDERSTANDING
Means even if the printed grapheme looks like "The car shops" our understanding of what a car is would lead to the assumption of 'stops'
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TYPES OF CUE
Graphophonic, Semantic, Visual, Syntactic, Contextual, Miscue
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TYPES OF MISCUE
Substitution (reading for meaning if plausible), Self-correction (reading for meaning, anticipation of structures), Repetition (anticipation if incidental word), Insertion, Reversal (may show anticipation of more common syntactic patterns)
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KEY FEATURES OF READING SCHEMES
lexical repetition, syntactical repetition, simple verbs, anaphoric referencing, text-image cohesion
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CONVERGENCE
Any example of a child adapting its language to fit in with others
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DIGRAPH
SH, CH, PH. Two letters one sound.
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HOMOPHONE
Item of lexis that has the same pronunciation but different spelling (sea see)
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KROLL
Preparation up to 6 (basic), Consolidation 7/8 (Similar to speech, strings of clauses conjunction 'and'), Differentiation (writing separate to speech, different audiences) 9/10 (and integration if there's a consistent personal narrative, mid-teens)
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ROTHERY
Observation/comment (i saw a tiger it was large OR i saw a large tiger), Recount (orientation - event - reorientation), Report (factual objective description, tends not to be chronological)
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BRITTON
Expressive (first person perspective based on personal preferences), Poetic (rhyme, rhythm, alliteration)
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GENTRY
Pre-communicative (child knows that the symbols have meaning), Semi-Phonetic (letters have sounds), Phonetic (Children operate on a sound-symbol basis which may violate accepted letter strings), Transitional (Begins to appreciate visual aspect)
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Other cards in this set

Card 2

Front

GRAPHEME

Back

A written symbol, letter or combination of letters that is used to represent a phoneme

Card 3

Front

CUEING

Back

Preview of the front of card 3

Card 4

Front

MISCUE

Back

Preview of the front of card 4

Card 5

Front

SYNONYMS

Back

Preview of the front of card 5
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