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Jenn Attorp- Final Literacy Concept Map - Coggle Diagram
Jenn Attorp- Final Literacy Concept Map
Phonological Awareness
Phonemes
Syllables
Sound structure of language
Units of oral language
Reading Comprehension
Content Area Comprehension
Building content vocabulary
Multiple text exposures
Talking about connections between words and concepts
Multiple strategies such as:Visualizing, summarizing, questioning, inferring, read-aloud, and monitoring
Scaffolding towards independence
Requires cognitive energy: decoding skills must be in place to allow for accurate comprehension
Teacher professional development is critical
Repeated practice of direct teaching throughout the year
Text selection
Text talk
Vocabulary
Understanding word meaning increases comprehension
Students of lower SES have vocabulary that is often lagging behind those students of higher SES
Matthew effect
Different academic vocabulary/language
Strategies: Read-aloud, using vocabulary in discussion, focus on morphology
Picking appropriate vocabulary to focus on
Fluency
Automaticity
Prosody
Not just reading 'fast'
Allows less more energy to be given to comprehension
Strategies: Repeated reading, modelling, reader's theatre
Morphology
Can be taught at every grade level
Patterns assist in understanding words
History of English language
Quantity and quality of word knowledge
Units of meaning
Compound words
Writing
Writing frequency and stamina
Writing for comprehension and learning
Writer motivation (interest and purpose)
Goal setting and self-monitoring
Collaborative
Writing process: Planning, translating, reviewing
Motivation
Has to have meaning to the student
What is the purpose of the reading?
Reading 'lots' of books of high interest
Appropriate scaffolding so students do not get discouraged and feel adequately supported in a literacy rich environment