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Generally, I would loosely use the term " fluent in this xx language". And I would just define it as "Say, read and write well". But now I learnt that in Language, we can categorise / quantify into 3 main components which are Form, Content and Use.

The Tedtalk video showed that when an interest is piqued, the motivation to learn is there and can accelerate progress.

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1. Reading requires many steps and does not come naturally to the human brain. In the 4-Part Processor Model of Word Recognition, the distinct parts identified were Orthographic Processor, Phonological Processor, Meaning Processor, and Context Processor. It is only when all 4 systems work in concert that a person can develop their reading and reading comprehension skills. Without one of the four systems, true reading fluency and reading comprehension cannot be achieved.

2. The Simple View of Reading is interesting, since I've never imagined that Reading Comprehension can be explained in a formula:

(Word recognition) x (Language comprehension) = Reading Comprehension

However, it does show that being able to read a word (Word recognition) or being able to understand a word (Language comprehension) is distinct from being able to comprehend the spoken language (reading comprehension). To be able to derive meaning from text, one must both be able to read the words accurately, have some knowledge in the spoken vocabulary, and be able to understand the spoken language.

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I learnt that in language there’s 3 main components of language- Form (phonology-from sound to brain to words to form a proper sentence - syntax), Content (Meaning) and Use (pragmatics-inferential skills of speaker intention and expressing our intention clearly)

4 part processor model is required to recognise words.

a) orthographic processor - looking at the word

b) phonological processor - hearing the word

Phonics - sounding the word out

c) meaning processor - asking what does the word mean

d) context processor - inferring what the word meant in the context that was read / heard.

Our brain works together, not in isolation, if you don’t use an area, it will weaken, hence affecting overall reading comprehension ability.

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1. To strengthen semantic system one of the strategies shared was to elaborate through categorising. This encourages  a child to elaborate more and thus leads to a build up in their semantic systems. The child will then have more vocabulary knowledge.

2. A few of my students during my school stint were able to read with guidance however could not understand what they were reading. This is a syntactic deficit where one is able to read but have trouble with the reception and comprehension of the sentences.

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1) I always had the misconception that phonemic awareness was the same as phonics, and I didn’t realize that phonemic awareness doesn’t involve print at all. Understanding the difference has been eye opening. It made me reflect on how easy it is to overlook the foundational role of sound awareness in early reading. I now see how important it is to develop students’ ability to hear and manipulate sounds before they ever connect those sounds to letters. This shift in my thinking is already changing how I approach early literacy instruction.

2) Learning about the Four-Part Processor Model of Word Recognition was another moment that really stood out to me. I found it fascinating how the four processors—phonological, orthographic, meaning, and context don’t function in isolation, but instead work together as an interconnected system. That idea really stuck with me. It makes sense that when we strengthen one area, like phonological processing through sound work, or meaning processing through vocabulary instruction, we’re actually supporting the entire network.

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1. I have always struggled with teaching language in a fun and interactive manner, as some of the concepts may be rather dry and technical. However, I learnt that there are ways we can make it fun. Dr Liz shared that we can use a pictorial/ story method to illustrate grammar rules. For example, we can make “I” the King and the King is always accompanied by his bodyguard “am”. I found this to be such an interesting way of remembering the rules, especially for younger students.

2. I learnt that exposure to language is key to progressing in the language we are learning. However, this may be a struggle due to time constraints. Hence, we should strive to create pockets of opportunities to use the language in various settings such as school, home etc. It would be a bonus if we find ways to practise it relating to our interests (e.g., watching a TV series).

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1. The secret of learning a new language (video):

Polyglot – find effective methods which you can use systematically over the period of some time (patience) in a way which you enjoy

This sentence from the video strike out to me the most. I do believed that if you like something, you will persevere in the learning and enjoy the process.

2. WR (Word Recognition) x LC (Language Comprehension) = RC (Reading Comprehension)

0.5 x 0.5 = 0.25 (This is interesting and I feel that's what I am facing now)

3. "Classroom instruction needs to accelerate, not merely progress the oral language skills of children who start from behind". Own reflection: I am guilty of this. I should have differentiated the instructions to accelerate (challenge / improve) the progress of other children who are 'typical', not just paying attention solely to the 'weaker' ones.

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1. I learnt that different parts of the brain work simultaneously to process context, phonics and information (orthographical) to form meaning, and that as senos we should work with our students to strengthen all the systems to work together

2. Edtech can be very helpful when teaching literacy (AI to help students with dyslexia read through creating stories they can resonate with, phonogram sounds app, etc) but it can be costly and manpower-intensive for mainstream schools to adopt

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1. For students who have language and literacy difficulties, they are differently abled, not that they cannot learn but they require a longer time to learn. When teaching students, we should use more enjoyable methods such that they have more motivation for learning.

2. I learnt from the sharing in class that there are some limitations in terms of how students develop oral language skills such as lack of practice and exposure, which is very real issue due to lack of home support and students who have English as their second language (ESL).

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1. the breakdown of speech and language. both components are required communication and when 1 part is not complete or lack of, then communication breakdown could happen (WR x LC = RC, scarborough's rope)

2. the different deficits and strategies that works e.g. phonology deficit > strategy: play games for segmentation/blending

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1. Getting to know more about the secondary school programs similar to SDR and LSP in primary schools during classmates' sharing

2. I enjoyed the video by the lady who grew up with Dyslexia as it gave me a different perspective on how such individuals would like to be supported in school. However, I also noted that she is one of the more successful cases who managed to work around her condition, but what about the ones who do not have the same opportunities?

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What were most interesting to me:

1. Concept of "associative vs cognitive" task. The examples shared and the game (Continue the Story) that was played, aptly showed what comes most naturally to us are tasks we are familiar with, i.e. associative tasks. Cognitive tasks will need more focus. This got me thinking why some tasks seem more challenging for our SEN students. It is not about the tasks being out of their abilities. We need to give them time to practise through repetition. I would think repetition strategy can be used to teach them on literacy, say, phonemes. I have observed the English teacher in my school going through vowel sound drills and repeatedly running through sight words from the Fry List with the P5 FEL class until they recognise the words consistently well.

2. Emphasis on word recognition (WR) cannot be undermined enough. In Scarborough's reading rope model, WR is the foundation. With automaticity in WR component, students will then be able to comprehend new words, form sentences, infer better. I can now better appreciate why the English teacher spends 1/4 of her lesson time to drill vowel sounds and sight words.