EDC235_A1_Report (Part 1)

docx

School

Open Colleges *

*We aren’t endorsed by this school

Course

EDC245

Subject

Linguistics

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by ProfOwl3544

A1 Report Assessment 1: Report – How do children learn to read? Curtin University EDC235 Teaching Language, Literacy and Literature in Junior Primary 1

A1 Report Table of contents 1. Introduction 2. Behaviourist theory 3. Psycholinguistic Theory 4. Transactional Theory 5. Critical Theories 6. Key Research 7. Oral language and Early literacy experiences 8. Phonemic Awareness 9. Phonics 10. Vocabulary 11. Fluency 12. Comprehension 13. Conclusion 14. References 2

A1 Report How do children learn to read? Introduction With the development of human civilisation and globalisation, language and education became moderate. So, the concept of literacy education now developed into multiliteracies (Anstey & Bull, 2018). Literacy is having at least the basic knowledge and competency in reading and writing the language (Anstey & Bull, 2018). This report will analyse how children learn to read. There are theories and approaches that teachers can include in their pedagogies to help children to learn to read. Behaviourism or bottom-up, psycholinguistics or top-down, transactional, and critical are the four theories of literacy development that can be useful for teaching reading. Behaviourist Theory The bottom-up theory is a root of behaviourist theory as students receive specific stimuli such as textbooks, flashcards, and other aids that help break down the learning reading process (Flint, 2016, p. 109). The bottom-up theory is learning to read in small, individual steps, from simple steps to more complex comprehension (Flint, 2016, p. 109). It emphasises the word learning. So, readers build meaning with letters and words (Flint, 2016, p. 109). Firstly, they recognise the features of letters, link them together to recognise letters, combine letters to identify words, and then carry on to sentences, paragraphs, and the whole text (Vacca et al., 1991, as cited in Budiharso, 2014). Applying this theory lets students continuously practice the parts of the hard process to reach up to automaticity, which makes being able to accurately map letters to sounds for word identification (Flint, 2016, p. 109). Therefore, this strategy is useful for reading and understanding complex texts (Budiharso, 2014, p. 193). Knowing the meaning of the words and combining them to identify the meaning of the phrases, sentences, and paragraphs until understanding the entire meaning of the text will be easy to read and understand a difficult text (Budiharso, 2014, p. 193). However, learners' background and prior experience do not consider in bottom-up theory (Flint, 2016, p. 109). Psycholinguistic Theory The psycholinguistic theory is the study of the bond between linguistic behaviour and psychological processes that includes the language acquisition process (Tracey & Morrow, 2017, p. 65). It is also known as top-down theory as, firstly, it emphasises the meaning and 3

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

A1 Report moves to the smaller parts such as letters and sounds (Flint, 2016, p. 114). This is a student- centred approach; this integrates students' needs and interests because background knowledge has a critical role in reading to learn ((Flint, 2016, p. 114). As students have a prior or sufficient knowledge of the text, it will be very useful for them to understand the meaning of the text completely; they will use the cues that they have and predict the printed stimuli (Samuels and Kamil, 1988, as cited in Budiharso, 2014, p. 194). The whole language model is a concept in literacy development that reflects the elements of the top-down theory (Flint, 2016, p. 115). Whole language theory believes that listening, speaking, reading, and writing is interconnected and that each area will promote developments in the other areas (Gooman, 1967; Smith, 1971, as cited in Tracey & Morrow, 2017, p. 67). The psycholinguistic or top-down theory does not focus on a particular skill, there are no predetermined lessons and assessments, and critical and social issues have minimum attention (Tracey & Morrow, 2017, p. 67; Flint, 2016, p. 119). Transactional Theory Every reader has a unique individualised reading experience according to their background (Tracey & Morrow, 2017, p. 63). Therefore, Rosenblatt (1978, as cited in Tracey & Morrow, 2017, p. 63) extended the transactional or reader response theory. This theory considers the reader's intention, purposes, and situations in the context of reading, and there are no two readers who can read the same (Flint, 2016, p. 117). The transactional theory provides opportunities for social and community attention and uses various genre texts (Tracey & Morrow, 2017, pp. 63-64). Though this theory does not have a specific curriculum to follow, decoding strategies and predetermined assessments, it accepts all interpretations equally (Flint, 2016, p. 117). These can be considered as lacks for this theory. Critical Theories This theory focuses on personal interests and social, historical, and political discourses (Flint, 2016, p. 124). The critical theory requires readers to read the text with a moral (Giroux, 1987, p. 179). Therefore, teachers use texts that can be analysed and involve students in solving real-world issues (Simpson et al., 2012, pp. 30-31). Teachers and students will question how power is exercised and by whom and how (Comber, 2001, as cited in Flint, 2016, p. 124). Following critical theory will be sometimes difficult as finding age-appropriate critical literacy books and prints are very hard to find and address in the classroom (Flint, 2016, p. 127). This theory also does not have a specific curriculum to follow (Flint, 2016, p. 127). 4

A1 Report Key Research The national reading panel report (NICHD, 2000) established a National Reading Panel (NRP) approach for teaching children to read. They found the importance of phonemic awareness, phonics instruction, fluency, comprehension, and vocabulary instruction and suggested approaches (NICHD, 2000). Also, guided oral reading was discussed (NICHD, 2000). This was supported by the National Inquiry into the teaching of literacy in Australia (2005) and by the independent review of the teaching of early reading in the UK (Rose, 2006). These five elements were reviewed by Konza (2014), and he included oral language and early literacy experiences as additional and fundamental elements. These elements have been famed as the big six reading framework. National inquiry into the teaching of literacy Australia (Department of Education, Science and Training [DEST], 2005) emphasises that there is a need for a major focus on teacher quality. Building teachers' ability to adopt quality, evidence-based teaching practices effectively demonstrates all students' developmental and learning needs. The independent review of early learning teaching recommends early reading and synthetic phonics practices for teaching reading (Rose, 2006, p. 15). Rose (2006, p. 22) declares that pre-reading skills are important for the recognition of letters, the ability to sound out, hear and blend phonemes, to read regular words, and to read some irregular words. Oral language and Early literacy experiences Oral language and early experience with print is the first element of the big six framework. Oral language development from 2 to 6 years old is very helpful for children's literacy and reading skills (Biemiller, 1999, as cited in Konza, 2014, p. 156). Children who have wide exposure to oral interactions will unconsciously build high vocabulary, language structures, and grammar fluency because they are familiar with correct combinations of words into phrases and sentences (Konza, 2014, p. 156). Early oral language experiences are eventually useful for children to predict, pronounce, and read correctly, and they will read with expression and ecstatically (Gambrell, 2004). Early childhood educators can provide various books for exploration, such as pictures, shapes, numbers, letters, and many other printed books (Konza, 2016, p. 152). Educators should read them aloud to get familiar with how words are represented and the left-to-right page-turning way (Konza, 2016, p. 152). 5

A1 Report Phonemic Awareness Phonemic awareness is a part of phonological awareness, which is the awareness of individual sounds of the letters, leading to reading ability and development (Konza, 2014, p. 157). It is the second element of the big six framework. It has four components: isolation, blending, segmentation, and manipulation (Konza, 2016, p. 155). Phoneme isolation is the ability to separate the phonemes in words (Konza, 2016, p. 155). Phoneme blending is blending phoneme sounds like pl, bl, dr, cr, and more (Konza, 2016, p. 155). Phoneme segmentation is pulling apart a word using its sound(Konza, 2016, p. 155). Phoneme manipulation is a skill and ability to include, delete, and rearrange phonemes in words (Konza, 2016, p. 155). Many researchers found that phonemic awareness plays a significant part in reading development in young children (Konza, 2016, p. 155), and the meaning of a word will change if the sound in a word is changed in English (Flint, 2016, p. 63). So, it is more important to practice phonemic awareness a lot in early childhood settings (Konza, 2016, p. 155). Phonics Phonics is the third element of the big six frameworks, which is the awareness of the relationship between letters and the sound it represents (Konza, 2016, p. 156). Konza (2016, p. 156) says that in Australian English, 80 letters or letter combinations commonly represent the 44 phonemes, and this must be taught as part of a beginning reading program (Konza, 2014, p. 158). The synthetic approach is recommended for beginners and struggling readers (Johnston & Watson, 2003, 2005; NICHD, 2000; DEST, 2005; Rose,2006, as cited in Konza, 2014, p. 158). Synthesising means blending, so letter-by-letter phonological decoding is underlined in synthetic (Flint, 2016, p. 109; Konza, 2016, p. 158). The synthetic approach is used in bottom-up theory in literacy development (Flint, 2016, p. 109). This approach is more effective for developing both reading accuracy and comprehension (Konza, 2016, p. 159). First, s, a, t, p, i, and n are the six letters to be taught through the synthetic approach; Then, children will understand that these letters can be combined in many ways to make many consonant-vowel-consonant (CVC) words; Once they realise letters are blended to make a word, they will start blending sounds (Konza, 2016, p. 159). 6

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

A1 Report Vocabulary Vocabulary is the best predictor of reading accuracy and comprehension and the fourth element of the big six reading framework (Konza, 2016, p. 159). The words that are comprehended or used in print refer to vocabulary in reading, and it falls under language comprehension of the reading components (Vocabulary: Introduction, n.d.). Children with vocabulary limitations will struggle to understand what they read (Vocabulary: Introduction, n.d.). At the same time, reading more complex text across different materials will let readers explore more vocabulary throughout their lives. Still, students who do not have strong language skills cannot have sufficient individual reading (Konza, 2016, p. 159). So, explicit vocabulary lessons should be conducted for the vocabulary development of all diverse groups of students (Konza, 2016, p. 159). Fluency Fluency can be defined as the ability to read with accuracy, rate or speed, and prosody or expression (Konza, 2016, pp. 162-163; Fluency: Introduction, n.d.). Fluency can only develop when oral language, phonemic awareness, phonics, and vocabulary abilities are at an automaticity level (Konza, 2016, p. 161). Fluency in reading is important as children start to focus on meaning, and learning to read will transfer to reading to learn (Konza, 2016, p. 161). Accuracy will make the readers understand the meaning correctly; a correct reading rate is helpful to understand meaning completely; oral reading with prosody makes the readers and listeners have a deeper engagement with texts (Konza, 2016, pp. 162-163). Frequent independent home reading will support progress fluency (Konza, 2016, p.163). Easily decodable books or early reading books are suggested by Rose (2006, p. 27) reading fluency. Comprehension Comprehension is the sixth element of the reading framework and is the whole purpose of other elements (Konza, 2016, p. 163). Students make connections between their knowledge and experiences, and the information presented in the text facilitates the comprehension process (Flint, 2016, p. 75). Comprehension varies greatly depending on the reader and the text, which makes reading a powerful tool for expanding vocabulary, building knowledge, and developing cognitive skills (Konza, 2016, p. 164). Students' comprehension can be enhanced by talking and writing about what they read, and facilitating a good 7

A1 Report conversation about books can make a difference in how much they gain from reading (Comprehension: Introduction, n.d.). Conclusion This report focuses on the basic knowledge of young children learning to read. Exposure to various texts, books, and oral language in the early years of learning will help children become fluent in reading. Teachers can follow the theories mentioned above and reading frameworks for teaching reading in the classroom. 8

A1 Report References Anstey, M., & Bull, G. (2018). Foundations of multiliteracies : reading, writing and talking in the 21st century . Taylor & Francis Group. http://ebookcentral.proquest.com/lib/curtin/reader.action?docID=5378536 Budiharso, T. (2014). READING STRATEGIES IN EFL CLASSROOM: A THEORETICAL REVIEW. CENDEKIA: Journal of Education and Teaching , 8 (2), 189. https://doi.org/10.30957/cendekia.v8i2.63 Department of Education, Science and Training. (2005). Teaching Reading Report and Recommendations National Inquiry into the Teaching of Literacy . https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc Flint, A. S. (2016). Literacy in Australia: Pedagogies for engagement. Wiley. Gambrell, L. B. (2004). Exploring the connection between oral language and early reading. The Reading Teacher, 57 (5), 490-492. https://www.proquest.com/scholarly-journals/exploring-connection-between-oral- language-early/docview/203279224/se-2 Giroux, H. A. (1987). Critical Literacy and Student Experience: Donald Graves’ Approach to Literacy. Language Arts , 64 (2), 175–181. http://www.jstor.org/stable/41961590 Comprehension: Introduction . (n.d.). Reading Rockets. https://www.readingrockets.org/teaching/reading101-course/modules/ comprehension-introduction Fluency: Introduction . (n.d.). Reading Rockets. https://www.readingrockets.org/teaching/reading101-course/modules/fluency- introduction Vocabulary: Introduction . (n.d.). Reading Rockets. https://www.readingrockets.org/teaching/reading101-course/modules/vocabulary- introduction Konza, D. (2014). Teaching Reading: Why the “Fab Five” should be the “Big Six.” Australian Journal of Teacher Education , 39 (12). https://doi.org/10.14221/ajte.2014v39n12.10 9

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

A1 Report Konza, D. (2016). Understanding the process of reading: The Big Six. In Growing up literate : Australian literacy research for practice . Eleanor Curtain Publishing. National Reading Panel. (2000). Report of the National Reading Panel (US) . National Institute of Child Health and Human Development. https://www.nichd.nih.gov/publications/pubs/nrp/findings Rose, J. (2006). Independent review of the teaching of early reading . UK Department of Education and Skills. https://dera.ioe.ac.uk/5551/2/report.pdf Simpson, A., White, S., Freebody, P., & Comber, B. (2012). Language, literacy & literature . Oxford University Press. https://ebookcentral.proquest.com/lib/curtin/detail.action? docID=5434923# Tracey, D. H., & Morrow, L. M. (2017). Lenses on Reading ; An introduction to theories and models (3rd ed.). Guilford Publications. 10

EDC235_A1_Report (Part 1)

Related Documents