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How Children Learn to Read - Coggle Diagram
How Children Learn to Read
Simple View of Reading (SVR)
Oral Language Comprehension (Starts Around 3rd - 4th Grade)
Vocabulary Knowledge
Background Knowledge
Sentence Comprehension
Knowledge / Understanding Figurative Language
Be able to have a higher comprehension when reading a text
Word Recognition (Early Stages of Reading)
Phonics Skills
Recognition of Common Words Immediately
Read Common Challenging Words
Phonological Skills / Awareness
Sets limits on reading comprehension
Reading Phases
End of 1st Grade
Can decode numerous one-syllable, phonetically regular words
Can also decode words with closed syllable patterns, silent e words, vowel r words, and vowel combination words
There is less decoding and more immediate identification of word
However, longer and less common words still need to be decoded
Full alphabetic according to Linnea Ehri
It's easier to figure out what children are trying to spell with misspellings
Relys less on pictures
Oral comprehension is still greater than reading comprehension
End of 2nd Grade
Children are gaining the ability to decode long, unfamiliar words
Children can decode words with the consonant -le
Children can decode phonetically regular two-syllable words
Children can decode multi-syllable words
Have an understanding of common prefixes, suffixes another word parts
Consolidated alphabetic according to Linnea Ehri
Improved word spelling
Rapid fluency in word comprehension
End of Kindergarten
Can recognize nearly all of the upper and lower case letters
Can give names and sounds for almost every letter
If taught in the curriculum, they can know vowel sounds
Some can pronounce consonant-vowel-consonant words
Usually lack knowledge of common sound and letter patterns
May confuse similarly spelled words
Partial alphabetic according to Linnea Ehri
Children may misspell the middle of words (relying heavily on pictures and first and last letters of words)
Oral comprehension is greater than reading comprehension
End of 3rd and 4th Grade
Mastery of multisyllable words and decoding unfamiliar words
Reading fluency is well established for grade appropriate text
Comprehension and vocabulary demands in school quickly increase
Children start to have an understanding of morphemes
Spelling and vocabulary are improved by the understanding of morphemes
Children are able to summarize, question and infer while and after reading a text
Children understand reading on a specific topic and how their base knowledge is used to note how closely they have to read
Children have knowledge of the difference between fiction and nonfiction
Reading comprehension and oral comprehension begin to be closer instead of one being greater than the other
Limitations are set on other factors instead of just the reading aspect
This includes vocabulary and background knowledge
Pre-K
Little if any understanding of the alphabet
Cannot comprehend texts
Pre-alphabetic according to Linnea Ehri
Some can recognize the letters in their name
Found in older preschoolers
Also found in those who have more exposure to literature
Children can usually rhyme at this stage (older children)
Middle / High School
Comprehension and speed still develop during this time
Using higher-order comprehension skills
This includes finding symbolism and theme, looking at different viewpoints, and using numerous sources
Oral comprehension and written comprehension equal out towards 7th to 8th grade
Oral comprehension may become less relevant, however it is still as important in this stage
Reading becomes a good source of new information and vocabulary
Trying to close the gap between good and poor readers in this stage has to start early
Dyslexia / Dysgraphia
Students with dyslexia tend to have trouble spelling, pronouncing, and writing words
Dyslexia is a learning disorder
Dyslexia causes people to have problems with speech within words and learning what the letters in the word represent
People with dysphagia have problems with written expressions due to a specific learning disability
Dysphagia can cause impaired hand writing and/or spelling, trouble holding a pencil, and writing and thinking at the same time
Executive Function and Reading
Impulse control
Emotional Control
Flexible Thinking
Working Memory
Planning and Organizing
Organization
Task Initiation
Self-Monitoring / Self-Regulation