ED2631 Lecture Notes - Lecture 3: Wii, Phoneme, Phonemic Awareness
English 2: Reading and Viewing
Lecture Three – Week Three
Learning to Read, First Steps Map of Development, and The Curriculum
• Revision Questions (Possible Exam Questions)
o What is foundational knowledge for literacy and why is it important?
o How do children acquire or learn foundational knowledge? How do home experiences impact on this?
o What is vocabulary knowledge? Why is it important for students? Describe some strategies for directly
and indirectly supporting students’ development of vocabulary.
▪ Effective readers use a range of reading/viewing strategies (FSR MD p. 4-5)
▪ These need to be explicitly taught in
• Predicting
• Inferring
• Sounding out
• Chunking
• Self Questioning
• Reading on
• Re-reading
• Understanding the Reading Process
o Developing a clear understanding of the reading process is a challenge. Reading is often a silent,
motionless, personal act involving cognitive and social processes that are interactive, and not always
observable.
o The reading process is an interactive process between:
▪ the context of the reading or viewing event;
▪ the knowledge within the cues;
▪ the use of reading strategies.
• What are the key features of a balanced approach to teaching reading?
o How does the Australian (Western) curriculum: English, support a balanced approach to teaching English?
o What knowledge do we need in order to read?
▪ Meanings: Semantic information
▪ Language: Grammatical information
▪ Sounds and letters: Graphophonic information
▪ Images: Visual/pictorial information
o What are the skills readers use?
▪ Code-breaking practices: What does the text say?
▪ Text participant practices: What does the text mean?
▪ Text user practices: How do I use the text?
▪ Text analysis practices: What are the hidden meanings?
• Learning to Read – Before School
o What exposure to literacy do children have before they come to school?
▪ Environmental print
• All the things they see in their natural environment
find more resources at oneclass.com
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▪ Reading aloud by parents
• Provide information to parents about reading to children
▪ Literacy of TV, DSi, computer, Wii,
▪ Oral language – expressive/receptive
▪ Verbal/nonverbal communication with others
▪ Songs, nursery rhymes
• When do children begin their reading
o Oral language is the foundation of all language
▪ This is really important front a really young age
o The foundations for learning to read are laid down from the moment a child first hears the sounds of
people talking, the tunes of songs, and the rhythms and repetitions of rhymes and stories.
▪ Fellowes & Oakley (2014) P.185
o Children begin moving along the road towards literacy before they come to school. They begin the journey
on the day they are born, from the first time they hear a human voice. Talk leads them into making a
range of meanings with spoken language and it leads them into written words and into books.
▪ Winch et al. (2014) p. 171
• Foundations of reading
o Oral language
▪ Oral language is crucial in helping students learn to read and write
▪ Knowledge about words, sentences and texts is transferred from oral language contexts.
▪ Two main reasons
• Children’s knowledge about words and sentences and their phonological awareness
influence their ability to read . . .
• Oral language allows people to discuss reading and writing and texts. This facilitates
comprehension and learning
• Children’s Syntactic, Semantic, & Graphophonic information is built through oral language.
• What are the indicators of good oral language?
o Vocabulary & conceptual knowledge
▪ Conceptual or topic knowledge (comprehension)
• “In order to comprehend texts, whether written, read aloud or oral, it is necessary for
children to have a store of conceptual knowledge or knowledge about the world. Without
this prior knowledge it is very difficult or readers to link the text with anything
meaningful.”
• Conceptual knowledge is related to vocabulary knowledge
▪ Vocabulary
• What do we mean by vocabulary?
• Why is vocabulary important in reading
o Important for our semantic knowledge
o Improves predictions and creation of meaning
• How does vocabulary knowledge develop and how can teachers facilitate vocabulary
learning in the early years?
o Complex and incremental
o Interaction/participation
o Informally/incidentally
o Oral language and books
o Reading/listening
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Effective readers use a range of reading/viewing strategies (fsr md p. 4-5) These need to be explicitly taught in: predicting. Inferring: sounding out, chunking, self questioning, reading on, re-reading, understanding the reading process, developing a clear understanding of the reading process is a challenge. Language: grammatical information: meanings: semantic information, sounds and letters: graphophonic information. Environmental print: all the things they see in their natural environment, reading aloud by parents, provide information to parents about reading to children. Literacy of tv, dsi, computer, wii: oral language expressive/receptive, verbal/nonverbal communication with others, songs, nursery rhymes, when do children begin their reading, oral language is the foundation of all language. Fellowes & oakley (2014) p. 185: children begin moving along the road towards literacy before they come to school. They begin the journey on the day they are born, from the first time they hear a human voice.
