Use inventive spelling to begin building
Helps to clarify pronunciation (Zeh, n.d.)
Process is cyclical, parts can be repeated when readers/writers are reading more difficult texts, such as non-fiction texts or writing about complex topics such as research essays.
Makes writing more efficient, less constrains on working memory.
Larger vocabulary knowledge gives more information for inference making (Zeh, n.d.).
Use to develop
Non-fluent readers use morphology to pronounce and spell unknown words
Decoding with ease leads to
Expands lexicon and improves writer's ability to choose the right words (McCutchen & Stull, 2014).
Increases processing efficiency and vocabulary knowledge, freeing up more energy for comprehension (Zeh, n.d)
Begins with
Cannot understand the text without vocabulary knowledge.
Vocab. knowledge makes spelling more efficient.
Fluent readers use morphology to create a deeper understanding of words
Automaticity in word recogniiton and prosody in reading allows more energy for reading comprehension.
Larger voabulary knoweldge makes fluency easier.
Creates basis for
Create connections to deepen comprehension
More word knowledge makes recognizing word sounds easier.
Helps with word construction and accurate spelling from familiar morphemes.
Reduces strain on working memory when creating nominalizations (McCutchen & Stull, 2014).
Helps readers to create a deeper understanding of words.
Increases speed of reading.

Literacy Development

Phonological Processing

Alphabetic Principle: Letter-sound relationships

Understanding the links between speech sounds and letters, begins the reading and spelling process.

Oral Language Development

Foundation for reading and writing skills, gives the knowledge of the sound system. Will affect students ability to make connections between oral language and print.

Phonological Awareness

Phonemic Awareness

Phonemes

Smallest units of sound

Syllables

Rhyme

Decoding

Read Aloud

Encoding

Writing Fluency

Oral Language vocabulary knowledge supports the reading process and helps students to sound out words by matching the words on the page to their vocabulary knowledge in their head. (Reading Rockets, 2014).

Sound out and blend letter sounds. Break apart sounds in a word to help with pronunciation. (Balanced help Literacy Diet, 2018).

Use knowledge of letter-sound relationship to pronounce words.

Use knowledge of letter-sound relationship to help spell words.

Can decode (read words) and encode (spell words) without phonological awareness (ability to pronounce words), but the reading process becomes much more arduous.

Vocabulary

Vital in all stages of the literacy development process

Background Knowledge

Reading Fluency

Read with expression

Expression connects fluency to comprehension and gives text meaning, tells the reader how fast to read, intonation and when to pause (Rasinski & Samuels, 2011).

Automatically recognize and pronounce words.

More cognitive energy is available for comprehension when decoding is automatic (Rasinski & Samuels, 2011).

Morphological Awareness

Morphemes

Building blocks of words: roots, prefixes and suffixes (Kirby et al, 2011).

The small units help with pronunciation, spelling and meaning of words (Kirby et al, 2011).

Reading Comprehension

Decoding a word that is known strengthens the connection between the orthographic form and its meaning (McKeown & Kucan, 2010).

Successful decoders retrieve meaning and in-turn strengthen form-meaning connection (McKeown & Kucan, 2010).

Larger word knowledge allows for more cognitive energy to be focused on detailed writing, rather than individual words.

Fluent readers, read more texts which increases their vocabulary.

Helps to learn unfamiliar words composed of familiar morphemes (McCutchen & Stull, 2014).

Growth in vocabulary due to recognition of morphological relationships (McCutchen & Stull, 2014)

Helps to build awareness of speech sounds (Zeh, n.d.)

Updated Visual Literay Map Laurie Ince