EDF 3034 - Children's Literacy Development (Done by: Desiree Ong & Suzana Leman) by Desiree Ong https://padlet.com/dong0008/DesireeSuzana Reading & Viewing - Phonemic Awareness & Vocabulary en-us 2019-08-11 05:41:40 UTC 2023-03-19 02:35:15 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f46d.png Overview of phonological awareness dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/373999462 This resource offers the umbrella term and relates to the aspect of phonological awareness, which is supported by several reviews of scientifically based research studies have high-lighted the importance of phonological awareness and phonemic awareness (Hill, 2012 ).  ]]> 2019-08-11 08:08:15 UTC https://padlet.com/dong0008/DesireeSuzana/wish/373999462 Difference between phonological awareness and phonemic awareness dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/373999847 This resource offers the differences and importance and relates phonological awareness and phonemic awareness, which is supported by Curriculum Planning & Development Division - English Language Syllabus 2010 that phonemic awareness is an important predictor of literacy achievement in the early years. It refers to the ability to notice and manipulate the sequence of phonemes in spoken words, that is the sounds of language, Children have acquired phonemic awareness when they can recognise and produce rhymes, divide words into syllabus, change beginning sounds, blend sounds together and segment words into individual sounds (Ministry of Education , 2008 ). ]]> 2019-08-11 08:21:27 UTC https://padlet.com/dong0008/DesireeSuzana/wish/373999847 WORDS dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374061146 The resource offers awareness of words and word spaces in oral language and relates to code breaker concept, which is supported by Luke and Freebody's four resources model. The role of a code breaker requires to understand the nature of relationship between spoken words and written symbols, and the contents of that relationship (Underwood , Yoo, & Pearson , 2007).]]> 2019-08-12 04:06:27 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374061146 dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374061178 2019-08-12 04:07:16 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374061178 SYLLABLES dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374061229 The resource offers the awareness of the syllabus in words and relates to code beaker concept, which is supported by Luke and Freebody's four resources model. It refers to the ability decode the symbols of written, spoken, and visual text  (Simandan, 2012).]]> 2019-08-12 04:08:37 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374061229 dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374061260 2019-08-12 04:09:18 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374061260 RHYME dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374061266 This resource offers the awareness of rhyme and relates to meaning maker concept, which is supported by Luke and Freebody's four resources model. Research suggest that knowledge of the rhyme in traditional nursery rhymes is related to the development of more abstract phonological skills and emergent reading abilities (Hill, 2012 ).]]> 2019-08-12 04:09:26 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374061266 ALLITERATION dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374061295 This resource offers to development awareness of alliteration and relates to meaning maker concept, which is supported by Luke and Freebody's four resource model. Where children will relate their previous experiences with similar word group. ]]> 2019-08-12 04:09:47 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374061295 dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374061344 2019-08-12 04:10:44 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374061344 Assessment task dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374074223 The following assessment task are usually used with children aged from 4-6 years old. 

This resource offers phonemic assessment task and relates to finding out whether children are aware of sounds in words and then for planning teaching that relates to what children need to learn. ]]> 2019-08-12 07:06:55 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374074223 How to pronounce each individual phoneme dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/374075590 This resource offers a guide to pronounce each individual phoneme. A research relates that children who have particular difficulty in phoneme segmentation tasks have considerable difficulty in learning to read, although researches diff in the their views of the precise nature of casual relation between these abilities (Walley, Smith , & Jusczyk, 1986). ]]> 2019-08-12 07:24:04 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374075590 Emergent literacy suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374111597 Smith (1973) indicated that children have an intuitive inclination to reading and they required only a literate environment to develop their reading. However, it was later discovered by Liberman (1997) that learning to read involve processes which differs from learning to speak.

]]> 2019-08-12 13:45:05 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374111597 Teaching reading and viewing: Learning foci suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374112020 There were various theories, research and findings on the teaching of reading but the meta-analysis known as the National Reading Panel report by the National Reading Panel (2000) had identified the ‘Five pillars of reading’ illustrated by the diagram below:-]]> 2019-08-12 13:47:53 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374112020 suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374116255 For the purpose of this assignment, we will focus on Phonemic awareness and vocabulary.]]> 2019-08-12 14:10:46 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374116255 Importance of reading suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374116925 The video below illustrated simply why reading play a critical role in a child's development that was further emphasized by Binder (1996) that states :
"Failure to read presents a major hurdle to educational progress” ]]> 2019-08-12 14:14:13 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374116925 Factors that affect children's vocabulary suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374121569 Environmental factors
Children with post secondary degree parents will know approximately 20,000 words vis-a- vis with those with less-educated parents knowing approximately only 5,000 words (Hart & Risley, 2003) -through conversations during mealtimes, outings or playing together
Reading quality literature
Parents or caregivers who introduced and read quality literature facilitate children’s vocabulary growth
-“authors use rich vocabulary to paint vivid pictures in readers’ minds”
Watching educational television programs and videos with an adult
Educational programs will bring children to places they have never seen or been before
-new words are repeated throughout the whole program eg learning about the animal’s natural habitat
Extension of the vocabulary growth while in school
Teachers intentionally use a rich vocabulary to raise children’s curiosity 
-“procrastinate” to get the children on task instead of asking them “to get busy”.
(DeVries, 2012)

]]> 2019-08-12 14:36:22 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374121569 What is vocabulary? suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374128393 This resource offers a simple definition of vocabulary and its various aspects which made this Literacy Teaching toolkit provided by the Victoria State Government (Victoria State Government, 2017) a good reference to explain the chosen concept.]]> 2019-08-12 15:12:30 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374128393 NEL-Education Guide to reading suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374357285 This resource explains further the various phases of reading primarily pre-reading, initial reading and fluent reading which were supported by  (Chall, 1983; Ehri, 1995) ]]> 2019-08-13 16:54:58 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374357285 Oral Vocabulary suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374378722 Modelling
Teachers being the good language models is one of the strategies that can be adopted to target vocabulary (Victoria State Government, 2017, MOE, 2013).
MOE further encourage teachers to use simple sentences, speaking slowly and pausing in between sentences to help facilitate children understanding of the language especially now that many children come from diverse language and background.
Extend and expand
Teachers can then gradually extend and expand on what children say to help them build the vocabulary such as below:
Child: “I am wearing a t-shirt”
Teacher : “I can see that you are wearing a yellow, long-sleeve t-shirt”.
Using sophisticated vocabulary
Children in the preschool classroom love to interact with their peers naturally, specifically in a playful and meaningful context. Teachers should therefore take this opportunity to introduce and use sophisticated vocabulary that are unfamiliar to the children but could be seen and heard again and again. Furthermore, these children will reach a point where they are ready to learn more diverse and sophisticated words (Rowe, 2012) to add to their many common words learnt through everyday activities.
eg substituting the word "furious" from the word "mad" and explaining its meaning simply.
The resource below offers some techniques on how to introduce new vocabularies in the classrooms as supported by (Rowe, 2012). ]]> 2019-08-13 18:38:45 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374378722 Shared Book Approach (SBA) suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374379298 In this SBA approach, a Big Book is adopted where the children will be able to see the print and pictures to make sense of the world, and to link between spoken and written words which encompasses the Pre-reading and Initial Reading stage respectively. Subsequently, this will lead to more efficient reading or Fluent Reading Stage where the children will focus more on the understanding and the meaning of the text, syntax building or arranging words to form sentences or even link to other words. Over time, such strategies will help build their vocabulary to greater heights.
Engaging conversations 
Teachers could also support new vocabulary acquisition through purposeful interactions with topics, activities and books that interest them (Neumann, 2013).
This resource obtained from the 
Literacy Teaching toolkit provided by the Victoria State Government provide a good source of book titles to help teachers choose in accordance to their children's developmental milestone to enhance their vocabulary acquisition.
]]> 2019-08-13 18:42:02 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374379298 Reading the same book over and over again suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374595881 Furthermore, it is recommended for teachers to read the children their favourite book over and over again. Teachers will not only help the children to acquire new vocabulary but also understand the story better and gain new information. Such an approach can also be extended at home and the resource below provide more information for parents to recognize the benefits of reading the same book numerous times to help further enhance their children's literacy and vocabulary as emphasized by MOE (2013).]]> 2019-08-14 18:09:37 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374595881 Open-ended questions to promote vocabulary acquisition suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374754648 However often than not teachers tend to ask close-ended questions during these conversations and those questions that elicit only one-word responses (Early, et al., 2010). As such teachers should be encouraged to use open ended questions (Wasik, Bond, & Hindman, 2006), no right or wrong answers kind of questions that will encourage children to share ideas and opinions freely that require them to use more than one word responses (Whorrall & Cabell, 2016). 
This resource below offers evident on how teachers limit their question mostly on close-ended questions as opposed to a more open-ended ones as stated by Whorrall & Cabell (2016).  ]]> 2019-08-15 13:15:37 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374754648 3 steps for explicit vocabulary instruction suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/374820422 The resource below provide guidance for teachers during explicit vocabulary teaching to minimized any challenges faced as explained by Spencer, Goldstein, & Kaminski (2012).]]> 2019-08-15 16:52:03 UTC https://padlet.com/dong0008/DesireeSuzana/wish/374820422 Effective Vocabulary Instruction Is Explicit suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375148651 Spencer, Goldstein, & Kaminski (2012) explained that when an explicit teaching takes place in a classroom, it simply means that the teacher design and deliver information intentionally. Furthermore, explicit teaching of vocabulary embedded in story book not only play an important role in low-income families (Whitehurst, et al., 1994) but also an appropriate practice in an inclusive settings (Gormley & Ruhl, 2005)]]> 2019-08-17 03:58:45 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375148651 Examples on how to identify words to teach suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375149176 2019-08-17 04:10:58 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375149176 Framework for Explicit Vocabulary Instruction suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375149291 2019-08-17 04:13:55 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375149291 Fill in the Missing Rhyme!: Foundations for Phonemic Awareness suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375151014 2019-08-17 04:48:58 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375151014 Tips on Academic Vocabulary Instruction in Kindergarten suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375151241 This resource provide more tips on how explicit vocabulary instructions can be carried out among young children as emphasized by Spencer, Goldstein, & Kaminski (2012)]]> 2019-08-17 04:54:58 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375151241 Linking to Singapore's Nurturing Early Learners - Language and Literacy guide dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/375156715 This resource offers the understanding of phonological awareness and how children being with an awareness of large units of sounds - words, syllables onsets and rimes and progress to smaller units of sounds - phoneme. It is also supports that in order to help children learn to read, children first need to understand that spoken language consist of sounds that can be broken down into smaller and smaller parts - into words, into syllables within words and finally into individual sounds in words (Ministry of Education, Republic of Singapore, 2013). ]]> 2019-08-17 08:04:46 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375156715 Relationship between meanings in vocabulary and comprehension suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375191727 A well-developed meaning vocabulary is a fundamental condition of a fluent reader as it provide a critical link between decoding and comprehension (Joshi, 2005). 
Biemiller & Slonim (2000) further confirmed that students with poor vocabulary have difficulty catching up with average readers.

Joshi (2005) stressed that students’ vocabulary is determined by the number of words they are exposed in their early years. Research by Hart & Rinsley (1995) further confirmed that children with higher socio-economic status (SES) are exposed to approximately 30,000 words, thus command better vocabulary that was much more encouraging, supportive and explaining  as compared to lower SES families with 10,000 words.

In addition , children with better vocabulary knowledge are able to define words in more general and abstract terms  like “conceal”, “darken” defining an “eclipse” versus “solar eclipse” or “lunar eclipse” from children with poor vocabulary (Joshi, 2005).

]]> 2019-08-17 20:34:44 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375191727 Challenges faced by children in the process of acquiring vocabulary suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375193207 1) Many children have challenges in word meaning or semantics and turn to words they already know eg “vanilla” paper instead of “manila paper” (Jolongo & Sobolak, 2011)
2) Create words that make more sense than the one that they heard eg “pasture” to “grassture” (Jolongo & Sobolak, 2011)
3) Superficial understanding of a word though they know the word
-apply to multiple meaning words eg confused with the “nails” on their fingers with statement from someone like “You nailed it!” (Jolongo & Sobolak, 2011)
4) Children are unable to connect the word with experience and knowledge as most words meanings vary depending on the linguistic contexts in which they can be found (Pearson, Hiebert, & Kamil, 2007)


]]> 2019-08-17 20:55:58 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375193207 Word meanings, speaking and writing receptive words and parents collaboration are success factors in learning vocabulary. suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375193625 Regardless of what strategies is applied, students have to emphasize and focus on word meanings. Once the words are more meaningful, those words are easily learnt and retained as compared to only memorizing them. 
In addition, teachers have to constantly encourage children to use receptive words (words that are heard or being read to) when speaking and writing regularly to solidify the words in their memory and help them expand their vocabularies extensively (Joshi, 2005). 
In addition, parents involvement are necessary to help facilitate children’s language development. Parents as partners thus play a crucial role especially in children with disabilities through milieu teaching or teaching in their natural development such as during play or family activity like shopping to help enhance their vocabulary bank (Hancock & Kaiser, 2002).]]> 2019-08-17 21:03:36 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375193625 Planning phoneme awareness activities in class dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/375217706 Identify the precise phoneme awareness task on which you wish to focus and select developmentally appropriate activities for engaging children (Ellis ).

A natural and spontaneous way of providing children with exposure to phonemes is to focus on literature deals playfully with speech sounds through rhymes. Simple rhyme patterns are easily recalled after repeated exposure in class and children will get an idea of creating new rhymes amongst themselves (Ellis ).

For early practice, help them recognize the target phoneme at the beginning of words. For this, you might have them pick out illustrations of words beginning with the phoneme from a bulletin board. Later have them search for the phoneme elsewhere in the word. Have them choose between words related in meaning to practice the switch from meaning to sound. For example, you might ask them to listen for the sound /s/, the "flat tire" sound in words related in meaning: "Do you hear /s/ in mice or rat? In duck or goose? In nest or cave?" (Murray).
 
.]]> 2019-08-18 05:57:26 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375217706 Fun with phonemes dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/375220114 Urie Bronfenbrenner's ecological system theory explains how everything in a child and in the child's environment impacts on how a child grows and develops. The microsystem and mesosystem plays a part in the video featured below where the most direct interactions and everyday experience and the connection between these different context. Examples of this are the relationship between family experiences and early childhood experiences. For example, the concepts that are learnt at home and in school are the same (Nolan & Bridie, 2015).]]> 2019-08-18 07:17:02 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375220114 Language development dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/375222208 Understanding theories of language can form a foundation for your own views and beliefs on how you think children develop their language and communication skills. 

Lev Vygotsky identified four stages of speech development where phonemic awareness can be identified ii:
1. Primitive speech stage (Birth to 2 years old - children begins to learn to speak, mainly imitating words and naming objects.)
2 Naïve psychological stage (2 to 4 years - children begin to realize that words are symbols for objects where they form curiosity as to what objects are called)
3. Egocentric speech stage.(4 to 7 years - Children often talk aloud to themselves as they perform task - create rhymes or solve problems in this stage of development (State of New South Wales, Department of Education and Training , 2006).]]> 2019-08-18 08:15:12 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375222208 dong0008 https://padlet.com/dong0008/DesireeSuzana/wish/375223164 2019-08-18 08:42:20 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375223164 Summary of our chosen concept in Reading and Viewing, focusing in Phonemic awareness and vocabulary. suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375232460 2019-08-18 13:02:10 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375232460 suzana_leman https://padlet.com/dong0008/DesireeSuzana/wish/375236412 2019-08-18 14:12:50 UTC https://padlet.com/dong0008/DesireeSuzana/wish/375236412