EDC235_A1_ Caroline Reed_21067840

docx

School

Curtin University *

*We aren’t endorsed by this school

Course

EDC235

Subject

Sociology

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by SargentFreedomSeal65

EDC235 Teaching Language, Literacy and Literature in JuniorPrimary ASSESSMENT 1: Report How Do Children Learn to Read? Word count: 2303 Name: Caroline Reed Students ID: 21067840 Curtin University Unit Coordinator: Polly Farmer 1

Contents Introduction 3 Transactional Theory 3 Cognitive Psychology Theory 3 Critical Literacy Theory 4 Psycholinguistic Theory 5 The Big Six 5 Phonemic Awareness 5 Oral Language 6 Vocabulary 6 Phonics 6 Fluency 6 Comprehension 6 Conclusion 7 Bibliography 8 2

Introduction For years, theories of literacy development and how they have changed over time have sparked heated discussions about the best ways to teach reading, the effects of technology on literacy, and the consequences for social and economic inequality. Since the 1950s, cognitive psychology, psycholinguistic theory, transactional theory, and critical theory have been the four major theories of literacy development (Seely Flint et al., 2019, p.128). According to Ellis and Moss (2014, p. 243), children must have access to cognitive, social, and cultural resources in order to learn reading effectively. Therefore, it is imperative that reading skills be taught in an effective manner. This paper explores how children can learn to read and the pedagogical strategies that yield excellent results when teaching varied learners. It does this by delving into the four theories of reading models and The Big Six, drawing on key research findings. Transactional Theory Negotiation between the reader and the text is a component of transactional theory. During readings, transactional theory takes into account the reader's goals, intents, and situational circumstances (Seely Flint et al., 2019, p.119). Because each reader has a different background representation, each reader has a unique reading experience (Tracey and Morrow, 2017, p. 63). In a similar vein, Seely Flint et al. (2019, p.119) assert that no readers will perceive a book in the same way because of their prior knowledge and experiences. Encouraging students to question interpretations and cultivating critical thinking will advance their language and literacy skills as well as their ability to comprehend texts more deeply. Working in small groups where each pupil reads a distinct book can expand and enrich the knowledge of the literature, leading to greater development and difficulties for the reader (Seely Flint et al., 2019, p.123). Furthermore, the way the kids understand the content can give the teacher important context for understanding the kids' social, cultural, and political backgrounds (p. 369). Modern classrooms promote children's empowerment and sense of ownership over their educational path, which is essential for the development of literacy. This calls for collaboration. the use of several language systems, and multimodal texts in the classroom (Seely Flint et al., 2019, p.123). Depending on their preferences, the kids can work in small groups or alone, and the teacher can join each group to present concepts and reading practices for better comprehension (Whitmore et al., 2004, p. 306). For success, it is important to apply a variety of literacy theories, including critical theories (Seely Flint et al., 2019, p.124). According to Seely Flint et al. (2019), p. 122, the flaws of transactional theory include the absence of a systematic curriculum and preset assessment to effectively assess children's reading development. Additionally, it accords equal validity to all interpretations and pays little attention to decoding techniques that may lead to literacy gaps (Seely Flint et al., 2019, p.122). To gauge their progress, students might be encouraged to continue writing in journals; teachers can also encourage students to ask questions and consider many viewpoints to help them make sense of the world. Cognitive Psychology Theory The study of cognitive psychology focuses on human thought, learning, memory, and communication. Seely Flint et al. (2019, p.109) state that this theory employs a bottom-up strategy for decoding, breaking reading skills down into smaller, more manageable steps, and presenting them in a consistent, methodical manner until mastery. Whistle builds on the past 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

knowledge of children by utilising a building block approach, which involves beginning with the lowest linguistic unit and progressively expanding their comprehension. According to Mayo (2010, p. 1), kids should start by learning the properties of letters, then use these properties to identify letters, combine letters to identify spelling patterns, link spelling patterns to recall words, and finally move on to processing at the sentence, paragraph, and text levels. Emmitt, Hornsby, and Wilson (2013, p. 11) reiterate, that unless it is understood in relation to the true significance of a sentence form, the representation of a single letter sound can be misleading and confusing. Through modelling and repetition with a structure that outlines expected outcomes explicitly, this approach gives kids useful abilities (Seely Flint et al., 2019, p.111). As a result, the teacher can easily assess the acquisition of skills by scaffolding the class of various learners based on sequential knowledge (Seely Flint et al., 2019, p.109). Everyday explicit teaching of synthetic phonics to the entire class using single letters or common letter combinations is explored in cognitive psychologist theory classrooms (Seely Flint et al., 2019, p.109). It is common practice to employ a five-phase teaching structure that consists of solo practice, corrective feedback, modelling guided practice, and clear explanation (William et al., 2009, p.126). It enables educators to evaluate students' development and modify their lesson plans accordingly. There are certain issues with this hypothesis. According to Seely Flint et al. (2019, p. 109), children's literacy at home is not valued and there is no sense that reading is an argument or a purpose, which may lead to disengagement, behavioural issues, and a lack of interest in literacy instruction. This idea also limits children's inventiveness and originality, making it difficult for children to differentiate their creativity and for child-centered learning based on interests (Seely Flint et al., 2019, p.111). In contrast to a more progressive teaching paradigm, this type of instruction lacks interactivity, according to Seely Flint et al. (2019, p. 109). Although useful for assisting students in taking incremental steps towards the development of skills, it does not promote children's active participation in the learning process. Critical Literacy Theory There are four aspects of critical theory that help with comprehending literacy practices more fully. This includes disrupting the norm, examining other viewpoints, concentrating on sociopolitical issues and taking action, (Seely Flint et al., 2019, p. 124). The four-resource model defines literacy as the ability to decipher codes, make sense of them, use texts functionally, and critically analyse them. Yet mastering these abilities on their own does not guarantee literacy (Seely Flint et al., 2019, p.124). According to Krug (2010, p. 3), it fosters children's ability to communicate by interacting with a variety of viewpoints and to question, criticise, and investigate real information. Children need to actively connect with their culture, social customs, and society in order to discover their position in the world, as suggested by Pen-Edwards (2011, p. 16). According to Seely Flint et al. (2019), on page 126, Halliday's approach suggests that language acquisition happens through four frameworks: learning the language, learning about the language, learning through the language, and learning to use the language for critique. Students can benefit from critical theory models by strengthening their communication abilities and becoming global citizens. However, because it lacks a systematic method for assessing reading skills, some critics disagree with its application in the classroom (Leland et al., 1999, p.71-72). Rather, via the interpretation and practical application of texts, readers acquire critical thinking abilities (Seely Flint et al., 2019, p. 125–126). Children's work is on display, self-reflection is encouraged, and a library of literature emphasising equality and justice is available in critical theory classrooms (Seely Flint et al., 4

2019, p.123). By keeping up a learning trail that documents student's opinions and contributions, enables teachers to better assist learning (Seely Flint et al., 2019, p.122). Nevertheless, there are drawbacks to critical theory education as well, such as a lack of an accessible literacy text and materials and an unsatisfactory systematic curriculum that can make it difficult to address topics covered in class (Seely Flint et al., 2019, p. 127). These could result in gaps in the literacy instruction of students. Psycholinguistic Theory To find the most efficient ways to teach and learn literacy, linguists and psychologists collaborated to develop this idea (Seely Flint et al., 2019, p.113). With children at the centre of their education and their prior experiences and knowledge from home being crucial to the learning process, the teaching model takes a top-down approach with a progressive, inquiry- based orientation (Seely Flint et al., 2019, p.114). Children's ability to read is intimately correlated with their experiences, education, and upbringing. Since the psycholinguistic theory focuses on the full language model, which permits and contains numerous cueing systems at once with genuine peer collaborations, it integrates an analytical approach to phonics (Seely Flint et al., 2019, p. 114). Through a child-centered enquiry method, psycholinguistic theory is explored in modern classrooms. It is integrated through multimodal texts, collaborative desks, and activities that combine language systems and children's interests, according to Seely Flint et al. (2019, p. 117–118). Goodman (1989, p. 209–210) asserts that while teachers who are adept at organising, planning, and providing high-quality resources encourage and mentor students to solve problems and seek answers to questions that come up, students are given the power to take charge of their own development. Consequently, Seely Flint et al. (2017, p. 116) contend that the ideal method for guaranteeing an inclusive and successful literacy programme is to employ a balanced strategy that draws on all four theories of literacy development. The Big Six Following a discussion among academics, the National Reading Panel determined that phonemic awareness, phonics, fluency, vocabulary, and comprehension are the five essential elements for developing independent reading (Konza, 2014, p. 153–154). Or otherwise known as the Fab Five. The Big Six model, which comprises of task definition, information-seeking, location and access, information use, synthesis, and evaluation, is an extension of the Fab Five model by the NRP (Konza, 2014, p. 155). Phonemic Awareness Success in reading in the future depends on phonemic awareness. It entails hearing, identifying, and adjusting individual phonemes inside words (Konza, 2014, p. 155). As they become older, children get better at language and can distinguish between noises and noise (Konza, 2014, p. 157); they also develop an awareness of the rhythms, patterns, and characteristics of spoken language. Children must establish these connections in order to learn how to read and write. Therefore, it is essential for the development of reading abilities in early childhood education to prioritise phonemic awareness. Oral Language Understanding and reading comprehension require a solid basis in oral language (Konza, 2014, p. 155). However, learning to read can be difficult if you do not have a large vocabulary 5

and are not familiar with language patterns (Konza, 2016a, p. 5). But early exposure to storytelling helps close the gap between formal and informal language, laying the groundwork for literacy (Konza, 2014, p.155). Consequently, the development of these skills depends heavily on early interactions with parents and other carers. Vocabulary Young readers' comprehension of texts depends on how well they grasp individual words, phrases, and the text's main idea. Stories, media exposure, and social interactions all help people acquire vocabulary (Konza, 2014, p. 160). Limited language can impede vocabulary growth and reading motivation, claim Scull & Raban (2016, p. 161). Since targeted instruction has been shown to be effective in narrowing the reading gap, more chances for this type of instruction are required in early learning settings (Konza, 2014, p. 161). To support language-minority students, instructors must be trained in language education methodologies. Phonics The correspondence between written letters and spoken language sounds is known as phonics. When teaching systematic phonics to young readers, children's skills are developed (Konza, 2014, p.158). Additionally, according to Ehri (2020, p. 55), children's growth as alphabetic readers is sparked by this underlying knowledge. Children who understand phonics are better readers. Lastly, Konza (2014, p. 160) asserts that while explicit phonics education is necessary, it produces better results when combined with other reading components. Young readers' comprehension of texts depends on how well they grasp individual words, phrases, and the text's main idea. Stories, media exposure, and social interactions all help people acquire vocabulary (Konza, 2014, p. 160). Limited language can impede vocabulary growth and reading motivation, claim Scull & Raban (2016, p. 161). Since targeted instruction has been shown to be effective in narrowing the reading gap, more chances for this type of instruction are required in early learning settings (Konza, 2014, p. 161). To support language-minority students, instructors must be trained in language education methodologies. Fluency The ability to read aloud text accurately, quickly, and expressively is known as fluency. It needs prior knowledge to become instinctive without conscious thought. According to research, the best methods for improving fluency in both silent and oral reading include oral reading instruction and practice (NRP, 2000, quoted in Samuels, 2012, p. 26). For the purpose of understanding and learning from texts, reading fluency is crucial. A reader's confidence in their competence is reinforced by beginning with easy texts and progressively increasing their complexity, which makes reading successful. It enables readers to take in the text's main ideas, find amusement in it, or learn more about it (Konza, 2014, p. 161). In the end, it produces better academic performance. Comprehension The last of the Big Six skills is comprehension, although it depends on the presence of the other five. The purpose of reading, according to Konza (2014, p. 163), is to achieve deep comprehension through the application of a range of skills beyond word recognition. Understanding might be difficult for kids who have trouble decoding words. To assist these pupils, it's imperative to step in early and conduct a thorough assessment of their foundational skills (Nation, 2019, p.58). Oral discussion is an important way for teachers to enhance the 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

development of understanding, and reading success depends on the relationship between spoken language and literacy, as stressed by Scull & Raban (2016, p. 163). Conclusion The four theories that faced criticism during the literacy debates are supported by this report, which documents the development of literacy ideas and practices over a period of sixty years. Positive outcomes for different learners have resulted from recognising cognitive, social, and cultural variables and using these ideas together with the big six in the classroom. 7

Bibliography Dickinson, D.K., Golinkoff, R.M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310. http://dx.doi.org/10.3102/0013189X10370204 Ehri, L. C. (2020).The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55, S45-S60. https://www.goodteaching.ca/uploads/6/0/4/9/60496921/science_of_reading_words.pdf Ellis, S. and Moss, G. (2014). Education policy and research the phonics question. https://onlinelibrary-wiley-com.dbgw.lis.curtin.edu.au/doi/full/10.1002/berj.3039Emmit, M., Hornsby, D., and Wilson, L. (2014). The place of phonics in learning to read and write. https://onlinelibrary-wiley-com.dbgw.lis.curtin.edu.au/doi/full/10.1002/berj.3039 Exley, B., and Kitson, L. (2018). Teaching the teachers to teach phonics: Voices from teacher education. Professional Educator Konza, D. (2014). Teaching reading: Why the" Fab five" should be the" Big six". Australian Journal of Teacher Education (Online), 39(12), 153-169. https://doi.org/10.14221/ajte.2014v39n12.10 Konza, D. (2016a). Oral language. Best Advice Series: Department for Education and Child Development, 1(1), 1–6. Krug, K. A. (2009). Critical literacy in the face of a mandated curriculum: Can children read beyond the text?. ProQuest Central; ProQuest Dissertations & Theses Global. https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/304881307?accountid=1038 Leland, C., Harste, J., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Talking about books: Exploring critical literacy: You can hear a pin drop. Language Arts, 77(1), 70-73. https://www.proquest.com/scholarly-journals/talking-about-books-exploring-critical- literacy/docview/196851996/se-2 Mayo, J. (2010). A study of early childhood education teachers' beliefs and practices about early literacy learning. https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/757731948?accountid=10382 Penn-Edwards, S. (2011). I know what literacy means: Student teacher accounts. Australian Journal of Teacher Education, 36(6), 15-32. https://search - proquest- com.dbgw.lis.curtin.edu.au/docview/898324172?accountid=10382 Rose, J. (2006). Independent review of the teaching of early reading: Final report. Department for Education and Skills. https://webarchive.nationalarchives.gov.uk/ukgwa/20100603160107/http:// www.standards.dcsf.gov.uk/phonics/report.pdf 8

Samuels. (2012). “Reading fluency: its past, present, and future”. In T. Rasinski, K Lems, T. V. Rasinski, C. L. Z. Blachowicz, & K. Lems (Eds.), Fluency instruction [electronic resource]: research-based best practices (2nd ed., pp. 3–16). Guilford Press. Scull, J., & Raban, B. (Eds.). (2016). Growing up literate: Australian literacy research for practice. Eleanor Curtain Publishing. Seely Flint, A., Kitson, L., Lowe, K., Shaw, K., Feez, S., Humphrey, S., & Vicars, M (2016). Literacy in Australia: Pedagogies for engagement (2nd ed.). Wiley & Sons. http://ebookcentral.proquest.com/lib/curtin/detail.action?docID=4748115 . Tracey, D., & Morrow, L. (2017). Lenses on Reading: An Introduction to Theories and Models (3rd ed.). Guilford Publications. http://ebookcentral.proquest.com/lib/curtin/detail.action?docID=4844823 William, R., Timothy, B., & William, N. (2009). Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching. Reading & Writing Quarterly, 25(2-3), 125- 138. https://doi.org/10.1080/10573560802683523 . EDC235 Teaching Language, 9

Your preview ends here

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