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Lang/Lit in Classroom (Simple View of Reading (Too simple? (Evidence for…

- - - - Vocab + morphology = important for both
      - Correlated as well as being separate
      - Vocab (part of comprehension) = close relationship with word reading
    - - Lang drive literacy with then feeds back into lang
      - Cycle
    - - Lit promotes lang
      - Learning whist reading, range or words, grammar
      - Orthographic support for spoken lang learning
- - - - Morphology - root words, prefixes/suffixes
      - Syntax - rules that govern how words are combined to make sentences
  - - - Hatcher et al (2004)
        
        All children: phonics
        
        At-risk: phonics plus phoneme awareness and letter sound mappings
      - Clarke et al (2010)
        
        Oral lang programme linked with grater long term gains
- - - - Lang comprehension
      - Both
      - Word Recognition
  - - - Pupils spending the most time with TAs make less progress than those spending less time
      - Negative impact most marked for those with highest SEN
      - Key role in supporting children with SEN and those from low SES background
    - - Not used as informal teaching resource for low attaining pupils
      - Add value to what teachers do, not replace them
      - Help pupils develop independent learning skills + manage own learning
      - Ensure they are fully prepared for role
      - Deliver high quality 1-to-1/small group support using structured interventions
      - Adopt evidence based interventions to support TAs in their small group instruction
      - Ensure explicit connections are made between learning from everyday classroom teaching structured interventions
- - - - Jolly phonics
      - Read Write Inc
      - Letters and Sounds (UK Gov)
    - - Should be taught discretely
      - Knowledge, skills + understanding for high quality phonics should be taught as prime approach
      - Learning - decode (read) and encode (write/spell)
  - - - Teachers already know ability
      - Upset children if fail
      - Confuse
      - Unnecessarily categorise/stigmitise
      - Teacher resistance
      - Reading does not equal phonics
      - Used in league tables
      - Screen for bad teachers?
    - - 292 Year 1 children
      - Phonics screener, teacher assessments, standardised reading assessments
      - Valid - correlates with teacher assessments + standardised assessments
      - Sensitive to difficulties
        
        Screener - 38% but overestimates so need follow up
        
        Standardised assessments - 10% at risk
        
        Teacher assessments - 39%
      - Necessary
        
        Maybe not as teacher judgements are good
        
        Scores closely related to what teachers said
    - - Human bias in test when cut off is known
      - Reluctant to score below cutoff
      - Not seen when pass mark not known in advance
  - - - Set within broad and rich lang curriculum
      - Full account of developing speaking, listening, reading/writing, word stock
- - - - Ask relevant questions
      - Speak audibly/fluently
      - Listen/respond fluently
    - - deve pleasure/motivation to read + understand
      - Understand what they read/listen to
      - Discussion/explain what they have read
  - - - Environment
        
        Background noise levels are managed consistently throughout the observation
        
        Children/adults are able to hear each other with ease
        
        (seen/not seen)
      - Opportunities
        
        Children have opportunities to engage in structured conversations with peers
        
        Talking partners
        
        (Freq)
      - Interactions
        
        Adult encourages children to use new words in their own talking
        
        (Freq)
      - More lang learning opportunities and interactions would be desirable