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Chapter 6: Developmental Literacy - Coggle Diagram
Chapter 6: Developmental Literacy
Reading
Reading Development through the lifespan
Emerging Literacy: Social Interacton between child and caregivers, dialogue reading, print awareness, phonological awareness, phonics, and a shift from learning to read to reading to learn.
Mature Literacy: Both language and experience are used to understand text, prediction is used, and there is automatic processing.
Decoding: First step in reading
Breaking or segmenting a word into its component sounds and then blending
Phonological Awareness
Knowledge of sounds and syllables and sound structure of words
Phonemic Awareness
Specific ability to manipulate sounds (blending sounds or segmenting words.
Morphological Awareness
Awareness of and knowledge about morphological structure of words
Important for literacy performance
Comprehension
Includes several levels of text comprehension
Critical Literacy: actively analyze and synthesize information and explain the content
Dynamic Literacy: interrelate content to other knowledge through reasoning
Basic Level: decoding and meaning is actively constructed from personal meanings and experience
Metacognition: Knowing what to do and how to do it
Self Appraisal: Knowledge of one's own cognitive processes
Executive Function: Self-regulation, ability to attend, set goals, plan, organize, monitor, and revise
Reading Problems through the life span
Risk
Risk is greatest for those with problems in both articulation and reception and expressive language
Socioeconomic Backgrounds
Low backgrounds tend to acquire language slower, have less academic success, and have a higher drop out rate.
Factors
Intrinsic: genetics, vision, auditory problems, attention deficits, language impairments, and neurological problems
Extrinsic: early exposure, experience, and instruction
Disabilities/Disorders
Specific Learning Disorder in Literacy
Hyperlexia: poor comprehension but typical or above average word recognition abilities
Writing
Text Construction
Begins when children begin to produce true spelling. Early compositions lack cohesion and structures repeat. Narratives come first then expository text.
Memory
improved long term memory results in improved quality and accuracy
Executive Function
Not developed until early adulthood when one is capable of revising their own writing
Development through the life span
Emerging Literacy: begins with scribbling or drawing a story. Then they begin to write in the same manner that they speak. Finally, writing overtakes speech and sentences become longer and more complex
Mature Literacy: not achieved by all writers and marks the stage where speaking and writing become separate
Spelling
Use a variety of strategies and actively search words for patterns and consistency
Rely on memory, experience, phonological/morphological knowledge, orthographic/letter knowledge, mental grapheme representation, and analogy
Writing Problems Through the Lifespan
Deficits in spelling
Misspellings are characterized by omission of syllables, morphological markers, letter substitutions, and confusion of homonyms
Usually represent poor phonological processing and poor knowledge and use of phoneme-grapheme information
Deficits in Executive Function
Communication and even problem-solving abilities are diminished
Produce and elaborate little, revise ineffectively, detect errors poorly, and experience difficulty executing changes
Children with LD have difficulties with all aspects of the writing process
Little knowledge of writing process, poor planning and revision, easily discouraged, little time given to the task, and lack clarity and organization
Children with LI writing deficits
Reduced productivity, deficits in writing complexity, and reduced accuracy
Deficits in Text Generation
Children with LI may lack mature internalized story models or be unable to visualize the words even from their own spoken narratives. Also use shorter, less complex sentences with shorter and fewer episodes, details, and do not consider the needs of the listener
Children with LI also have problems with expository writing. They have little thought/planning, are often extremely short, poorly organized, and contain many grammar, punctuation, and spelling errors.
Assessment and Intervention for Reading Impairment
Assessment
Word Recognition
Materials should be age and developmentally appropriate and cultural and linguistic background should be considered
Several measures and various types of task should be used as well as observation and interpretations of child's test behaviors
Phonological Awareness
Assessment is multifaceted and accomplished within overall assessment (reading, spelling, phonological awareness, verbal working memory, and RAN)
Can use informal assessments such as rhyming, syllabication, segmentation, phoneme isolation, deletion, substitution, and blending
Morphological Awareness
Should be assessed in older children, common morphemes should be assessed and words can be chosen based on frequency of word use in text and materials
Text comprehension
Oral language with special attention to the child's use of more elaborate syntactic style used in literature is important.
Knowledge of narratives, text grammar, and metacognition should also be considered
Executive Function
Interview questions can be asked regarding strategies used with different reading tasks, think alouds can accompany reading, and error/inconsistency detection can be done while a child reads
Intervention
Morphological Awareness
Improves reading and spelling accuracy
Focus on structure of words and orthographic rules during intervention
Word Recognition
Goals are to teach decoding, develop vocabulary of written words, and improve reading comprehension
Decoding skills increase reading accuracy, fluency, and comprehension
Phonological Awareness
Higher phonemic awareness, word attack, and word identification skills
Segmenting and blending are the most important skills and lower level skills should be targeted to facilitate more complex skills
Text Comprehension
Intervention may begin with telling stories, then move to oral stories, adn finally to written narrative interpretation
Active strategies: using context to analyze word meaning, activating prior knowledge, rereading difficult parts, self-questioning, analyzing structures, visualizing content, paraphrasing, and summarizing
Relies on different aspects of processing and utilizes prereading techniques
Foundations
Form foundations for decoding: learning about the alphabet and becoming more aware of phonological units within spoken words
Meaning Foundations for reading comprehension: vocabulary and sentence level semantic syntactic skills
Executive Function
Working memory, self-directed speech, and problem solving are targeted
Distancing (moving away from dependence on the text and toward thinking about the text is important
Assessment and Intervention for Writing Impairment
Assessment of Developmental Writing
Executive Function
best measured within actual writing tasks as part of an overall writing assessment
Spelling
Collection should be of sufficient quantity and assessed through both dictation and connected writing. Standardized and informal tests should also be included.
Writing
Analyzed through Textual Level: note length, amount of effort, overall quality, structure, and support for topic
Analyzed through linguistic and orthographic spelling as well
Can be assessed through portfolios
Text Generation
Can be assessed using portfolios
Measures can include the total number of words and different words, maturity of words, clause and sentence length, and coherence
Intervention
Executive Function
Can be targeted using goal, plan, do, review format
Allow children to select their own topics
Narrative Text Generation
Story grammars: elements of a narrative
Children with LI and Writing impairments may not realize they know a narrative or how to get started so story swapping, spin-offs, draw-write-tell, and topic selection can help.
Guide writing through brainstorms, sort guides, prompts, and acronyms.
May need to begin at the oral narrative level and learn how to tell common event sequences.
Spelling
Children with LD benefit from multisensory input
Computers can provide some aid
Words should be individualized and strategies should be discussed and should also focus on morphological structure and orthographic rules
Should be integrated into real writing and reading. It can also be taught when teaching general executive function
Expository Text Generation
Collaborative planning and guidance, peer input, conferencing, revising, and final editing could all be parts of intervention.
Em-POWER: writing as problem solving in six steps. Evaluate, Make a Plan, Organize, Work, Evaluate, and Rework