Revision:Child Language Acquisition - Reading

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Background information

• Most people read by sounding out graphemes and forming phonemes.
• Yacht – strange words
• Dual method – 2 processes when reading
  1. Direct access – pronounce each word e.g. det, cat, bat
  2. Grapheme, phoneme conversion
     • Use previous experience to help with new words.
     • Look at the words more sophisticatedly
• The frequency of the word and the neighbouring words affect the way we pronounce each word.

 

Theory 1: FRITH 1985

3 Stages to a child’s development of reading.  

Stage 1: LOGOGRAPHAPIC STAGE

• Pronounce individual letters
• Letters are connected with sounds
• Child can only link words to one phoneme

 

Stage 2: ALPHABETIC STAGE

• Child is more comfortable with the alphabet
• Can combine graphemes to make longer phonemes. E.g. ‘th’

 

Stage 3: ORTHOGRAPHIC STAGE

• Recognise a string of graphemes without having to decode them
• Greater phonological awareness – recognise more sound patterns
• Analogy – compare and apply patterns and rules.

 

Theory 2: CHALL 1983

6 stages to child’s development of reading.  

Stage 0: PRE READING (birth to 6 years old)

• Children pretend to read, turn pages pf books and repeat what they have previously had read to them.
• Rely on images to determine what the text is saying.
• Use logographic info to guess the words.
• Realise words are made up of sounds
• Recognise rhyme and alliteration

 

Stage 1: INITIAL READING/ DECODING STAGE (6-7 years old)

• Able to read simple texts.
• Relies heavily on text and focuses on visual images.
• Realise letter combinations represent sounds.
• Become aware of vowels and vowel sounds.

 

Stage 2: CONFIRMATION & GLUING STAGE (7-8 years old)

• A child can automatically decode words.
• High levels of comprehension and reading
• Ability to become more fluent
• Can control pace and are comfortable with reading situations

 

Stage 3: READING TO LEARN (8-14 years old)

• Reading to learn and acquire new knowledge
• Before this child relied on environment and speech
• Words mean a lot more to them
• Able to bring previous experiences and knowledge to the reading.
• Learn facts from a singular view point
• They need direct reconstruction
• Learn to read narrative texts.

 

Stage 4: MULTIPLE VIEW POINTS (14-18 years old)

• Begin reading and dealing with multiple view points
• Analyse and react critically to different view points
• Able to deal with layers of facts and able to edit them
• Able to deal with complex texts.

 

Stage 5: CONSTRUCTION & RECONSTRUCTION (18+)

• Read in detail and completeness to fulfil purpose (education)
• Aware of relevant and irrelevant information
• Can form their own opinions and ideas from what they read
• More interest shown = more info that is remembered
• Ability to criticise and question texts.

 

What a child’s text tends to contain

• Use of repetition- enables child to be able to pick up structure
• Simple sentences used
• Large picture – explaining what is being read.
• Use of imaginative sentences- i.e. dog talking and shows feeling
• Visual representation of texts
• Cohesive structure- beginning, middle and end, repetition and grammatical structure.
• Good punctuation and grammar skills
• Thick pages- easier for child to handle
• Capitalisation

Comments

These notes are aimed at A Level English students at A2 level.

Originally written by BlondKelly18 on TSR Forums.