Lecture 9 (Components of Literacy Development (1.…
Reading and writing knowledge and behaviour of children who are not yet conventionally literate.
*Emergent: just coming out
Reading is the process. It is an active process of constructing meaning. (bring meaning to the text and from the text you get the meaning)
Concept of Print
- Knowing print is organised on the page and how it is used for reading & writing.
Concepts of Print:
1. Book Orientation
- Points to the front of the book
- Points to the back of the book
- Points to the book spine
- Title/ Author of the book
- Knows that print tell the story rather than the illustrations
- Left to right
- Top to bottom
3. Lines of Print and Sentences
- Lines of Print refers to number of lines the narrative is printed on.
- E.g. Alice likes to play with doll. -> 1 line.
Alice likes to
play with doll. -> 2 lines
- Environmental print refers to language and images in child's environment
- E.g. traffic signs, logos, food wrappers
- Children often recognize environmental print before they can read
- Using environmental print supports literacy development
- Early experiences with print form foundation for literacy.
- Print is different from other visual symbols.
- Print symbolizes language
- Print can be produced by anyone
- Print holds information
Observable Emergent Reading Behaviors
- Understand oral message by listening & responding appropriately
- Pretend to read favourite books, sing songs & recite rhymes
- Use a combination of drawing & writing to communicate and are capable of reading their own writing (even when no one can)
- Learning to 'track-print'
- Recognise familiar words
- Notice rhymes & engage in language play
- Name most letters
Cues for Reading
- Context Clues
- Graphophonic Cues
- Sight Words
- Words that are recognised immediately without having to resort to any analysis
- The larger the store of sight words, the more rapidly & fluently the child can read a piece.
- Sight words can be useful & meaningful to children
Why Teach Sight Words?
- English language contains a multitude of irregularly spelled words
- Learning several sight words at the very beginning of reading instructions gives the child a chance to engage in successful reading experience very early
- Words have meaning for children-single letters do not mean much to them
e.g. Fry sight words first 100
- Words phrase & sentences surrounding the words to be decoded
- Picture Clues: earliest context clues
- Semantic Clues: derives from meaning of words, phrases & sentences surrounding the unknown word
- Syntactic Clue: provided by the grammar or syntax of our language
- Knowledge about sound-symbol system
- Application of this knowledge as they read
- This includes knowledge of directionality & spacing.
Focus on Print, Meaning & story knowledge
Focus on Word, configuration, Sound/symbol correspondence
- Children use letters, words, sounds they know can try to give a precise word-by-word reading of the book's text
- Children may substitute a familiar word for an unknown word even though it does not make sense in the story
- They may know the word configuration (length/shape/outline)
- May look as if they are regressing as they are no longer relying so much on memory reading
- Text of a book makes it the same book from one reading to the next
- Word knowledge is developing gradually
- Children will often self-correct if a word does not fit the context of the book
Key Components of Emergent Literacy
- Alphabet Knowledge
- Phonological Awareness
- Oral language skills