CDS 621 - Chapter 10

  1. Emergent Literacy
    • skills knowledge and attitudes that are precursors to conventional reading and writing
    • lack of skills = negative impact on reading and writing long term
  2. Primary Targets
    • phonological awareness
    • alphabetic awareness 
    • oral  lang skills
    • emergent writing
  3. Phonological Awareness
    • ability to reflect on and manipulate phoneme segments of speech 
    • phonemes
    • decoding
  4. Print Concepts
    understanding of use and function of print when reading and writing
  5. Alphabetic Awareness
    knowing letter names
  6. Emergent Writing
    • name writing 
    • invented spelling 
    • strong predictor of later reading proficiency
  7. Social Literacy
    children's affective response to shared lit experience
  8. Literacy Orientation
    includes aspects of temperament, motivation, and attention in response to book reading
  9. Embedded-Explicit Approach
    • two faceted intervention model used to foster early lit development 
    • embedded: naturalistic, adult primed activity 
    • explicit: structured, sequenced, adult directed instruction
  10. Intervention Strategies
    • rhyme and chant
    • syllable recognition 
    • initial sound awareness 
    • print referencing 
    • literate language 
    • story dictation
  11. Cultural considerations
    • maintain first language and learn English as a second
    • may face additional challenges learning to read and write 
    • code switching shows level of linguistic ability that will support academic success
  12. Narrative Micro-structure
    • internal linguistic features occurring with/in oral narratives
    • syntax, cohesive devices, contextualized lang)
  13. Narrative Macro-structure
    • overall story organization
    • story episode
    • initiating event
    • attempt
    • consequence
  14. PA and Spelling
    segment words into individual phonemes
  15. Visual Storage and Spelling
    • form and maintain visual images of words, morphemes, and syllables 
    • weakness shown when child spells the same word differently at different times
  16. Orthographic Knowledge
    recognize that some letter combinations are allowed and others are not
  17. Morphological Knowledge
    • ability to ID base words and their inflected forms 
    • ex) confess, confessor, confessional
  18. Inflectual Morphemes
    added to words to give additional info about time/quantity
  19. Derivational Morphemes
    • prefix, suffix
    • change meaning or word class
  20. Reading Comprehension
    combo of higher level mental processes including thinking, reasoning, imagining, ad interpreting
  21. Executive Functions Needed for Good Writing Skills
    • inhibit actions 
    • attending selectively to important info 
    • setting goals 
    • planning and organizing behaviors
  22. Cultural Considerations
    • communicative styles 
    • home literacy practices
    • build on community's funds of knowledge
    • access to reading culture that aids academic success
  23. I to I Model
    • based on vygotsky social interaction theory 
    • five levels of shared interactions 
    • reading and writing helps interact with the world
  24. Explicit Phonological Awareness Intervention
    • skill based, teacher directed behavioral therapy 
    • focus on phoneme level 
    • intensive and explicit PA instruction
  25. Writing Lab Approach
    • focus on meaningful writing activities 
    • social interactionist and constructivist approaches 
    • teach the writing process
    • use computer support 
    • projects shared with an audience 
    • collab to edit and revise
Card Set
CDS 621 - Chapter 10
CDS 621