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CLA Written Theorists - Coggle Diagram
CLA Written Theorists
Jeanne Chall 1983
Pre reading or pseudo reading (up to 6) - children will be read to by caregivers but will imitate the process eg: turning the pages. They may create stories based on images and may know some letters of the alphabet.
Initial reading and decoding (6-7) - children will begin to decode words in order to understand them. They can identify familiar words and blend sounds and letters to sound out words. This makes the reading process slower and can affect understanding.
Confirmation and fluency (7-8) - reading becomes faster and decoding is easier, fluency develops and a greater sense of the text as a whole merges.
Reading for learning (9-13) - children have learned to read and now read to learn. They might be accessing a wider range of texts and scanning skills will begin to develop.
Multiple viewpoints (14-18) - students recognise that meaning can be conveyed in different ways or with different focus. Reading becomes more critical and inference develops.
Construction and reconstruction (18+) - individuals can read and synthesise a range of sources and develop their own interpretations. They can distinguish between what is important and not important to read.
Richard Gentry 1987
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Stage 2 - semi phonetic: letters might be used to represent whole words. Writing will generally be formed from left to right and there is some letter to sound connection.
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Stage 4 - transitional: spelling will combine phonetic and visual approaches. Silent letters may start to be acknowledged.
Stage 5 - conventional: difficult spellings have been learnt and words with alternative spellings are known eg: their, they’re and there.
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James Britton
Developed a model in 1975 looking at how children develop their understanding of the function of language, he suggested 3 key types of writing:
Expressive: this is the starting point - an undifferentiated expression of self - it will be first person and allows them to explore their own identity and preferences. This can tie in with Piaget and egocentrism.
Poetic: writing is ‘literacy’. This is often encouraged so children can be creative and think about the craft of writing. This will include imagery and be phonologically pleasing.
Transactional: writing is ‘wordly’. Transactional writing is when the writer can separate their own identity from the writing and its content. It can take an impersonal tone and is far removed from expressive writing.
This allows us to focus on the purpose of writing as a whole and the style required. In terms of creative vs rules: if function is transactional then a rules based approach may be more necessary.
Cultural Capital
Recent research has found that higher attainment in school is linked to early book ownership, trips to the library and parent led teaching. in 1986 Pierre Bourdieu coined the term 'cultural capital' which defined areas such as intellect and education. These are not financially valuable but are linked with cultural and social worth.
John Abbott
(1999) used the metaphor of ‘battery hens or free range chickens’, to look at which approach would allow children to thrive.
Barry Kroll
In 1981, Barry Kroll proposed four stages in the writing process in a book entitled Exploring Speaking-Writing Relationships: Connections and Contrasts. This is a broad overview of how children learn to write, and the ages of each stage. Children progress at different rates but will broadly enter the same stage at similar times.
Preparatory stage (up to 6): children are developing their fine motor skills and learning how to hold a pen/pencil. They will start to grasp basic spelling principles.
Consolidation stage (age 7-8): children will write as they speak; in short declarative sentences using basic conjunctions. Sentences will often be incomplete.
Differentiation stage (age 9-10): children begin to differentiate between speech and writing and different styles of writing are understood. There will still be errors and writing guides might be used. Writing might reflect on thoughts and feelings.
Integration stage (mid-teens): children will begin to develop a personal styles and can alter writing according to audience and purpose.