The document discusses the developmental stages of reading proficiency from ages 0 to adolescence, emphasizing that reading is a complex, context-dependent process involving strategic and social interactions between the reader and the text. It outlines various reading strategies and cueing systems necessary for comprehension, such as graphophonic, syntactic, and semantic approaches. Additionally, the text explores the nature of learning as a social process, shaped by cultural and intermental factors.

1. TED 406-01 Teaching Secondary Reading Fall 2010 Dr. Jill Aguilar [email_address]

2. What do you remember about being a teen? What was on your mind? Who were your friends? What were your favorite things to do? What did you worry about? What were you entirely clueless about?

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7. Think about where you went to middle and high school. Write a couple of sentences describing what it looked like. What was one moment in either middle or high school that was great? Briefly describe it. What was one moment in either middle or high school that was horrible? Briefly describe it. How did you like middle and high school? Why?

8. Who is the teacher you remember most from that time? Why? How was school for you? Knowing what you know now, what might you have done differently? If you [now] were the teacher of you [then], what would you be sure to do? What would you be sure to NOT do?

9. Reading Processes

10. Reading is…

11. Reading is… Strategic

12. Reading is… Strategic Contextual

13. Reading is… Strategic Contextual Developmental

14. Reading is… Strategic Contextual Developmental Complex

15. Reading is… Strategic Contextual Developmental Complex Social

16. Reading Strategies (Goodman & Goodman) Skilled readers must manage a complex process of making sense out of text. The meaning of a text evolves as the reader makes her way through it. While the process is going, all meanings are temporary and open to revision.

17. Processing Text (Goodman & Goodman) Initiate

18. Processing Text (Goodman & Goodman) Initiate Sample

19. Processing Text (Goodman & Goodman) Initiate Sample Predict

20. Processing Text (Goodman & Goodman) Initiate Sample Predict Dis/Confirm

21. Processing Text (Goodman & Goodman) Initiate Sample Predict Dis/Confirm

22. Reader-Response Reading is a context-dependent transaction between a Reader and a Text (Rosenblatt) The meaning created in the context between each Reader and each Text is so unique, it’s like a poem.

23. POEM Reader’s Background Text’s Content Creates

24. Reading Proficiency Develops With Practice And Purpose Ages 0-3:

25. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic

26. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6:

27. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis

28. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis

29. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis--> Alphabetic Hypothesis

30. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis--> Alphabetic Hypothesis Grades K-3:

31. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis--> Alphabetic Hypothesis Grades K-3: Learning to Read

32. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis--> Alphabetic Hypothesis Grades K-3: Learning to Read Grades 4-8:

33. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis--> Alphabetic Hypothesis Grades K-3: Learning to Read Grades 4-8: Reading to Learn

34. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis--> Alphabetic Hypothesis Grades K-3: Learning to Read Grades 4-8: Reading to Learn Adolescence & Up:

35. Reading Proficiency Develops With Practice And Purpose Ages 0-3: Global/Non-Analytic Ages 3-6: Name Hypothesis Syllabic Hypothesis--> Alphabetic Hypothesis Grades K-3: Learning to Read Grades 4-8: Reading to Learn Adolescence & Up: Using Literacy to Think

36. Tartaria tablets Among earliest writing in history (C. 5500 BCE) Found in Romania in 1961 Meaning…

37. Tartaria tablets Among earliest writing in history (C. 5500 BCE) Found in Romania in 1961 Meaning… unknown The complex technology of writing continues to evolve…

38. Tartaria Tablets Among earliest writing in history (C. 5500 BCE) Found in Romania in 1961 Meaning… unknown The complex technology of writing continues to evolve… How does the technology operate?

39. Cueing Systems (Weaver) Graphophonic Syntactic Semantic Pragmatic

40. Graphophonic Refers to the mapping of sounds to letters. “ Grapho-” means written, and “Phonemic” means sound. Phonetic languages are those languages that use symbols to produce sounds (as opposed to ideographic languages like Chinese or Japanese.) Phonics is an approach to teaching children how to read and write.

41. Semantic Refers to the meanings of a written expression. Meaning can be contested, even between two English speakers at the same level of proficiency. Readers may find different meanings, for example, between denotation , or literal meaning, and connotation , or figurative meanings (sometimes considered part of pragmatics).

42. Syntactic Refers to the principles and rules for constructing sentences.

43. Pragmatic Refers to how the arrangement of words and phrases can alter the meaning of a sentence.

44. Cueing Systems (Weaver) Skilled readers must correctly use the Graphophonic, Semantic, Syntactic, and Pragmatic cueing systems in order to decode and comprehend a written text.

45. Making Meaning Once the decision to read has been made, skilled readers construct meaning by sampling, predicting, and confirming as they actively make use of their knowledge of the graphophonic, syntactic, semantic, and pragmatic cueing systems in a cyclical way.

46. Reading Is Social What is learning?

47. Reading Is Social What is learning? Vygotsky defines “learning” as “becoming a member of a culture”

48. Reading Is Social General Genetic Law of Cultural Development

49. Reading Is Social General Genetic Law of Cultural Development All learning occurs first on the intermental plane, INTERMENTAL

50. Reading Is Social General Genetic Law of Cultural Development All learning occurs first on the intermental plane, and then on the intramental plane. INTERMENTAL Intramental

51. Reading Is Social General Genetic Law of Cultural Development All learning occurs first on the social plane, and then on the personal plane. SOCIAL Personal

52. Reading is… Strategic Contextual Developmental Complex Social

53. What is Academic Literacy?