Please enable JavaScript.
Coggle requires JavaScript to display documents.
Language Acquisition [Reading] - Coggle Diagram
Language Acquisition [Reading]
JEANNE CHALL (1983)
identified 6 stages in development of reading skills
Stage 0: Pre-reading and pseudo-reading (age 5)
children may pretend to read, turning pages and repeating a story previously read
are increasingly able to name letters
may start to write their own names
Stage 1: Initial reading and decoding (5-7)
children begin to learn the relationship between sounds/letters
able to read simple texts with short-high frequency words
understands approx 4,000 spoken words + 600 written
Stage 2: Confirmation and fluency (7-8)
period of consolidation
children steadily increase reading skills and vocabulary
understands approx 9,000 spoken words + 3,000 written
Stage 3: Reading for learning (9-14)
reading becomes a means of gaining knowledge
pursuing individual interests
tackles a wider range of reading material
Stage 4: Multiplicity and complexity (14-17)
reading material is increasingly complex and varied
FRANK SMITH (1960-70)
children learn to read by reading
reading shouldn't be broken down into component parts
children should not be presented with over simplified texts
key terms
semantic cues:
using knowledge and experience of stories to predict events, phrases and words
syntactic cues:
drawing on knowledge and experience of patterns in oral and written words
grapho-phonic cues:
using knowledge and experience of relationships between sounds/symbols to read particular words
1980's
growing emphasis on home-school
Bristol research programme, evidence that listening to stories was one of the most significant pre-school experiences = development
children asking questions about reading/pictures allows them to know more
children's own texts play a key role in developing reading ability
HARRIS AND COLTHEART (1986)
4 stages to becoming a skilled reader
children recognise written words but not aware of orthography
children are beginning to pay attention to orthography but when faced with an unfamiliar word they're likely to compare them to similar words they know
letter to sound correspondences and sounding out words that havent been encountered
recognised directly by their spelling rather than by their sound
FRITH
logographic (graphemes as visual objects)
alphabetic (learns PGC, decoding)
orthographic (recognises words and meaning)
challenged as dyslexic children often bypass the alphabetic stage
EHRI
pre-alphabetic (memorisation/guessing)
partial alphabetic (some letters and phonemes, context)
full alphabetic (PGC, decoding, stored in memory)
consolidated alphabetical (differing phonemes and homophones)
BEECH
challenged Ehri's model as it is unclear whether a child progresses through the stages or can be in 2+ at once
CLAY
says that when they are reading, children will notice mistakes that they make if they don’t fit with the rest of the text
in this instance, the child will go back and repair what they said
PERFETTI
believes that reading is first and foremost about increasing the amount of words the child understands
From this, he argues, children learn patterns of phoneme-grapheme correspondence
Following this, the child then learns to accept or reject certain patterns in certain words
GOUGH AND HILLINGER
say that children go through two key stages in reading:
The first being ‘early visual association’
The second being ‘decoding’
HIRSH-PASEK
when a child learns to read, they first go through a stage of decoding, followed by looking at the whole word’s semantic meaning
This is followed up with an understanding of the inferred and pragmatic meaning
Once this is developing, the child starts to gain an understanding of syntactic meaning
Following this, the child then learns how to comprehend strings of syntactical units in a wider discourse
reading enriches the spoken language because it expands vocabulary and explores words in new and different contexts and it encourages interaction with caregivers