SPCD 587Small Group WorkLadder to Literacy or Web of Literacy??“It [reading] is a language skill. . .” (p. 191, Connors, 2003)Typical Language DevelopmentNetwork Theories (e.g., Harm & Seidenberg)Alphabetic principlePre-alphabetic Stage (Ehri)Partial Alphabetic PhaseFull Alphabetic PhaseConsolidated Alphabetic PhaseFactors Affecting Acquisition of Literacy SkillsFor children with ID, also considerModel of Silent Reading Comprehension (K. Erickson, based on Cunningham, 1993)Next WeekSPCD 587Week 2Foundations for Literacy InstructionSmall Group Work•Discuss the information and ideas in Creating Rich Literacy Learning Environments for All Students. Pick out one fact about effective instruction/ learning that you hadn’t encountered before and share with your group. Describe a specific literacy-related lesson you will be teaching this week and explain how you could adjust it using this one piece of information.Ladder to Literacy or Web of Literacy??Literacy!!Literacy!!“It [reading] is a language skill. . .”(p. 191, Connors, 2003)LanguageLiteracy Skills:Speaking/listening/reading/writingSoundsrepresent meaningGraphic orgestural symbols representmeaningLetter(s)representsounds in wordsLearn to use graphicsymbols (letters)in conventional ways toencode or decode a messageTypical Language DevelopmentPreintentional CommunicationIntentional CommunicationSymbolic Communication“Language is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication.” (ASHA, 1983. p.4)Network Theories(e.g., Harm & Seidenberg)•As children are exposed to language, they develop phonological knowledge of the language they hear. They learn the phonological patterns of the language and incorporate them into a cognitive network.•Later, children learn letters and develop orthographic knowledge (typical patterns of letters in one’s language) which is mapped onto their phonological network.•Therefore, learning to read requires extensive experience with language and with print; associate print with words they have in their listening/speaking vocabulary.Alphabetic principle•Understanding that letters represent individual sounds in words (or combinations of letters)Vs.Pre-alphabetic Stage (Ehri)Individuals in this stage:•Use “visual discrimination and associative learning” to identify words–Use visual cues and associate them with words they know•Make “little if any use of letter-sound correspondences”Partial Alphabetic PhaseIndividuals in this stage:•Have some knowledge of letter-sound correspondences and use one or more letters/sounds to identify a word (usually use first or first and last letters)•Are using some phonological awareness skills (b/c they are using “speech segments [letter-sounds]” to read words•Are using some context cues to read wordsFull Alphabetic PhaseIndividuals in this stage:•Know letter-sound correspondences quite well and are learning more complex correspondences•Can “sound out” new words•Can read by analogy (using larger “chunks” of phonological and graphemic info to decode)•Depend “heavily on phonological awareness, working memory, and access of phonological codes from long-term memory”Consolidated Alphabetic PhaseIndividuals in this stage:•Can “chunk” word sections making their word recognition more efficient–E.g., know how to pronounce –tion at the end of a word•Can read “exception” words •Can map “orthographic units to phonological units•Use working memory but “its role shifts from managing word identification (which becomes more automatic) to managing comprehension processes” (p. 194)Factors Affecting Acquisition of Literacy Skills•Environmental & Instructional–E.g., no or limited exposure to instruction or literacy experiences or materials; placement in classrooms with other children with significant language delays•Expectations–E.g., no or limited expectations that student can learn/participate in literacy (lack of opportunity)•Individual Differences–E.g., sensory, physical, communication, and/or cognitive differences making access difficultFor children with ID, also consider•“Working memory may be the single most reliable predictor of reading ability among individuals with MR.” (Connors, 2003, p. 212)Model of Silent Reading Comprehension(K. Erickson, based on Cunningham, 1993)Word IdentificationAutomaticMediatedLanguage ComprehensionPrint ProcessingEye movementPrint-to-Meaning Links IntegrationInner SpeechKnowledge of Text StructuresKnowledge of the WorldNext Week•Finish up what we didn’t get to discuss tonight! •Begin looking as assessment. Read–Katims (2000)–Jennings et al. (2006) Ch. 3 & 4•Get written permission for participation from parent/guardian for your student and begin compiling information for the Literacy History