Child Language Aquisition - Learning to Read

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Child Language Aquisition - Learning to Read

4 Stages of Learning to read

4. The Orthographic Stage

Where words are recognised directly by their spelling rather than by sound. Reading words this way is much faster and easier than sounding them out.

3. The Phonological Recording Stage

Where extensive use is made of letter to sound correspondences and 'sounding out' words. This stage is a necessary one and vital for decoding words that have never been encountered before.

2.The Discrimination Net Stage

Where Children are beginning to pay attention to the orthography, but in a rather fragmentary way. When faced with unfamiliar words, they are likely to base their judgement on broad similarities to words already known to them.

1.The Sight Vocabulary or Whole word stage

Where children recognise written words as a whole and are not aware of their internal orthographic structure

Framework for analysing children's reading books

Features borrowed from the oral tradition of story-telling

alliteration (big bad wolf) repeated epithet (Little Red Riding Hood) parallel sentence structures rhythmic language

Influences from everyday speech

face to fact interactions familiar scenarios use of direct speech informal register repetition

Cohesion

careful structuring of sentences to make the text cohesive repetition (of words or parts of sentences) pronouns used after referent well estabished

Grammar/ sytax

sentence type (simple,compound,complex) sentence length position of subject and verb in sentence use of active or passive voice verb tense modification, example: adjectives pronouns used after subject (or object) has been clearly established

Lexis and Semantics

Length of words and number of syllables types of words and semantic fields sounds of words, example :rhyme concrete/abstract nouns repetition ease of recognition (sound spelling match) how context could help with more difficult words

Graphology

Pge Layout lineation pictures font(s) and size of letters

Features borrowed from the Oral Tradition

Epithet as Metaphor

Some epithets combine with other words to create new ways of looking at familiar ideas.

Eample: 'whale road' to mean 'sea'. this is like children's creativety with language when they don'e know the words.

Rhythmic Language

This is best appreciated when the text is read aloud. does not necessarily refer to regular rhythms but emphasises some words over others, using a combination of alliteration and parallel sentences

Parallel Sentence

This is similar to a balanced sentence except that there is some repetition of the syntax (grammatical structure) of the sentence

Eample: 'The pianist was annoyed. The bandleader was unhappy.'

Proverb or Aphorism

This is a saying or a summary of some accepted wisdom

Eample: 'Never talk to strangers'

Repeated Formulae

This could, for example, be a repeated spell or sequence of events

Eample: 'Good grief!' said the goose. 'Well,well!' said the pig. 'Who cares?' said the sheep. 'So what?' said the horse

Assonance Repetition

Repetition of the same vowel sound,

Eample: One night, when she had been Put to bed, while it was still light. She made a wish

Balanced Sentence

This occurs when two ideas are placed side by side with the second complementing, contrasting with or complementing the first

Eample: 'Dennis didn't like the night time, didn't want to be alone'

Repeated Epithet

This is like an additional name tag, often an adjective that goes in front of a characters name.

Eample: 'Little Mo : Little Red Riding Hood

Alliteration

This involves repetition of the same consonant or consonant cluster sound (like ch or gr)

Eample: 'Treehorn's Treasure'