How Children Read
I.L. To explore the cues which
children use to enable them to
read texts
The Korova Milkbar was a milk-plus mesto, and you
may, O my brothers, have forgotten what these mestos
were like, things c...
Analytic phonics Synthetic phonics
Children break down whole words
into phonemes and graphemes
Children remember up to 44
...
Don’t forger Skinner
• Positive and negative
reinforcement play key roles
in a child’s literacy
development
• Parents/teac...
Cues
• Children are constantly encountering new
words and new combinations
• They use a range of cues to decode words
and ...
Cue Activity
Graphophonic Looking at the shape of words, linking these to familiar
graphemes or words to interpret them
Se...
Analysing Cues in Use
• In pairs, prepare a commentary on the
example of Oliver reading
• Which cues is he using?
• Which ...
How children read
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How children read

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How children read

  1. 1. How Children Read I.L. To explore the cues which children use to enable them to read texts
  2. 2. The Korova Milkbar was a milk-plus mesto, and you may, O my brothers, have forgotten what these mestos were like, things changing so skorry these days and everybody very quick to forget, newspapers not being read much neither. Well, what they sold there was milk plus something else. They had no licence for selling liquor, but there was no law yet against prodding some of the new veshches which they used to put into the old moloko, so you could peet it, with vellocet or synthemesc or drencrom or one or two other veshches which would give you a nice quiet horrorshow fifteen minutes admiring Bog And All His Holy Angels and Saints in your left shoe with lights bursting all over your mozg.
  3. 3. Analytic phonics Synthetic phonics Children break down whole words into phonemes and graphemes Children remember up to 44 phonemes and their related graphemes – remember, one phoneme can be represented by different graphemes (e.g. ‘ough’, ‘ow’ and ‘oa’) Children learn to look for patterns in phonemes Children learn to recognise each grapheme and sound out each phoneme They use rhyme and analogy to learn similar words (e.g. c-at, m-at, p-at) Children blend sounds together to pronounce the word phonetically Children become competent readers within around 3 years, by breaking down and sounding out unfamiliar words Children learn phonemes quickly, in whole-class teaching groups where they hear the sound, see the grapheme, and use actions such as counting syllables
  4. 4. Don’t forger Skinner • Positive and negative reinforcement play key roles in a child’s literacy development • Parents/teachers tell children when they have read something wrong • They also praise correct reading, especially of more challenging words (well done, yeah, good girl etc)
  5. 5. Cues • Children are constantly encountering new words and new combinations • They use a range of cues to decode words and read meaning into a text • Writers of books for children to read build cues into their texts to help children in their literacy development
  6. 6. Cue Activity Graphophonic Looking at the shape of words, linking these to familiar graphemes or words to interpret them Semantic Understanding the meanings of words and making connections between words in order to decode new words Syntactic Applying knowledge of word order and word classes to work out if a word seems right in the context Contextual Searching for understanding in the situation of the story – comparing it to their own experiences or their pragmatic understanding of social conventions Miscue Making errors when reading; a child might miss a word or substitute another that looks similar, or incorrectly guess a word from accompanying pictures Visual Looking at the pictures and using the visual narrative to interpret new words or ideas
  7. 7. Analysing Cues in Use • In pairs, prepare a commentary on the example of Oliver reading • Which cues is he using? • Which are more successful? • How is the book he is reading written to enable the use of cues?

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