LAN2240 Lecture Notes - Lecture 4: Alphabetic Principle, Phonics, Marie Clay
28 May 2018
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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!WEEK!4!
Sources!of!information:!!
• !"#$%$&'()"*#$+%,(-$."/)+#$.%$&)(
o Real%world%knowledge%
o Prior%knowledge%
o Information%from%illustrations%
o Concepts%and%content%remembered%
• 0+/-,+-/"'()1$+#,+%,(-$."/)+#$.%$&)(
o Knowledge%of%how%the%English%%
language%is%structured%
o Prior%experiences%
• 2%)-#3'(&/#456456$%,(7&/#45636&%,#38(
456$636&%,#39(-$."/)+#$.%$&)(
o Letters%of%a%word%
o Groups%of%letters%within%a%word%
o The%size%of%the%word%
%%
Reading!fluency:!fluent%reading%supports%meaning,%fluent%reading%is%an%indicator%of%
comprehension;%‘2%)-#3(%$:6/*#+%6$(%)("))"$+%#3(:6/(:3-"$+(,6//",+(,6//")46$.%$&(#$.();%33".(
/"#."/)(+"$.(+6(-)"(<%)-#3(;$6=3".&"(%$(#(5%&531("::%,%"$+(=#1'(),#$$%$&(#+()"<"/#3(3"<"3)(%$(
6/."/(+6(,5",;(6$(+5"(*"))#&")(6:(+5"(+">+(7Marie%Clay,%2002)’%
%
Fluency%is%the%ability%to;%read%aloud%consistently,%recognise%or%decode%words%accurately,%
construct%meaning.%The%focus%for%emergent%and%early%readers%is%on%developing%FPI%to%
process%texts%smoothly%
• Fluency%(rate%or%pace)%
• Phrasing%(reading%groups%of%words%together)%
• Intonation%(natural%rise%and%fall%of%the%voice)%%
%%
Developmental!stages!of!readers!in!the!early!years%
Emergent%readers%are:%learning%that%a%text%is%a%consistent%way%of%telling%a%story,%or%relating%
information,%pictures,%match%written%to%spoken%words,%develop%sound-letter%relationships,%
take%risks%when%reading%simple%texts%
Early%readers%are:%variety%of%strategies,%adapt%their%reading,%willing%to%take%risks%on%new%
texts,%reading%for%meaning%is%firmly%established%
%%
Shared!reading%
"a%teacher%led,%whole%class%activity%using%an%enlarged%text%(big%book,%poem%card)%that%all%the%
children%can%see.%The%teacher%reads%as%the%class%looks%on,%using%think%aloud%to%demonstrate%
appropriate%strategies%(demonstration%and%modelling).%Subsequently,%the%children%read%
along%with%the%teacher,%practicing%strategies%that%have%been%previously%demonstrated.%%
Predictable%texts%provide%support%through%the%illustrations,%through%the%pattern%of%the%
language%(repeated%phrases,%use%of%rhyme,%use%of%natural%language,%using%familiar%
experiences%and%events.%Provide%children%with%opportunities%to%respond%to%the%text.%Helps%
make%meaningful%connections,%allows%them%to%take%their%thinking%beyond%the%text,%scaffolds%
children's%use%of%new%vocabulary%from%the%text,%teaches%children%how%to%talk%about%books%
and%stories,%encourages%children%to%see%that%reading%is%about%getting%meaning,%promotes%
positive%responses%to%reading%
Yount’s(Model(of(the(reading(process(
