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Fluent readers look at chunks, not individual letters

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Oral storytelling has influenced children's books
- Epithet, e.g. big bad wolf
- Aphorism/proverb
- Moral
- Parallelism

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onomatopoeia

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subject-verb-object

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There is a difference between books written for parents and books written for children

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average word length...?

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1.  Children should be taught to read using a rigorous and structured scaffold

2. Children should be taught to read with good understanding

3. Children should be able to discuss, elaborate and explain their understanding and ideas

4. Children should develop the habit of reading widely and often, for pleasure and information

5. Children should appreciate our rich and varied literary heritage

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Graded reading schemes:

Designed to scaffold literacy

e.g. Oxford Reading Tree

Different genres

Continuity of characters and themes

Support teaching of synthetic phonics

Staged in difficulty

Repetition of low-frequency words/specialist lexis

One sentence per line

Anaphoric referencing

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Miscues can be:
- Meaningful: don't change meaning
- Schema-related: change meaning, but grammatical
- Meaningless pronunciations: correct reading, doesn't understand meaning
- Significant: affect interpretation of text

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reversal

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insertion

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hesitation

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repetition

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omission

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self-correction

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substitution

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Negative indicators = lack of comprehension

Positive indicators = constructive searching for meaning

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MISCUES:

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logical errors made  during decoding

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Syntactic

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Pragmatic

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Semantic

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Visual

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Grapho-phonic

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David Crystal:

“There is an important connection between children’s awareness of the technical ‘metalanguage’ of literacy and their subsequent performance in reading and writing”

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Professor Maureen McLaughlin, International Reading Association: 

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Professor Maureen McLaughlin, International Reading Association: 

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Differentiated instruction ensures all needs are catered for

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Psycholinguistics/reading for meaning encourages children to use contextual clues to decipher words

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Look and say approach is used to tackle words not spelled phonetically, e.g. where

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Doesn't help that English isn't spelled phonetically...

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Learn 44 phonemes

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They are taught a metalanguage

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Children learn segmentation and blending

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Recommended by Rose Report, 2006

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Children are taught to recognise individual graphemes, and then synthesise (combine) them

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Children are taught to analyse grapheme-phoneme relationships in context

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SYNTHETIC

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ANALYTIC

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Girls are more likely to enjoy reading, think more positively about reading, and see themselves as readers than boys

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Learns to read for meaning, recognise sound patterns and extend comprehension through rules and analogy

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Develops familiarity with alphabet, as well as digraphs

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Develops awareness of grapheme-phoneme correlation

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UTA FRITH

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- 7-8
- Reading for meaning
- Quicker, accurate, more fluent
- Understand approx. 3000 words

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- 6-7
- Reading simple texts with high-frequency lexis
- Understand grapheme-phoneme correlation
- Understand approx. 600 words

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- <6yrs
- Learning skills necessary to become a proficient reader
- Recognise grapheme-phoneme correspondence
- Develop print awareness
- Start using logographic clues to guess words
- Pretend reading
- Learn the purpose of books
- Left-right, top-bottom

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CHALL (1983)

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enhance print motivation

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"psycholinguistic guessing game" (Frank Smith)

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"psycholinguistic guessing game" (Frank Smith)

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Enz and Morrow (2004): should relate to domestic environment

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designed to be read by parents or children?

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socialise/moralise, e.g. politeness

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fundamental concepts, e.g. time

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hypernyms/hyponyms

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anthropomorphising animals

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explicit but varied moods

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common conjunctions

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simple sentences

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adjacency pairs

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dialogue - enables dramatisation

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Freytag's pyramic

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parallelism, syntactical balancing

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repetition of uncommon words

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monosyllables

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concrete nouns - Nelson

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dynamic verbs

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assonance

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alliteration

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rhyming couplets

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poetic language: promote phonological awareness

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minimal pairs

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special fonts/graphics give illusion of reading

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tactile, interactive: promote kinaesthetic engagement

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high picture-text ratio

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text-image cohesion

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CHILDREN MUST LEARN TO READ IN ORDER TO BE SUCCESSFUL IN THE EDUCATION AND EMPLOYMENT SECTORS

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CHILDREN MUST LEARN TO READ IN ORDER TO BE SUCCESSFUL IN THE EDUCATION AND EMPLOYMENT SECTORS