LING 2P99 Lecture Notes - Lecture 6: Telling Stories, Dyslexia, Food Packaging
30 Jun 2018
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READING NOTES
● By three years of age, many children have participated in literacy experiences
○ They share books with adults and scribble with crayon and notice print found in
their environment
● Literacy experiences from birth-1
○ Parents talk to kids when changing diaper etc
○ Receive first books at a few months old and parents read to child
● Literacy experiences 1-2
○ Hold books and ask questions about pictures in the book
○ Drawing
● Literacy experiences 2-3
○ Recite some text in book
● Concepts about literacy acquired from early book and drawing experiences
○ Literacy activities are pleasurable
■ Children who are read to often early in life end up playing with books as a
preferred activity
■ Children enjoy drawing and writing
○ Literacy activities occur in predictable routines and there are other social
interactions embedded in these activities
■ Three factors of enculturation into literacy
● The act of reading
○ Drawing on experiences for meaning
● Identities of participants
○ Child is reader
● The text
○ Academic value of books or perhaps print is only found in
flyers in some households
● Typically all three come together to form social routine
(booksharing routine)
○ Expected actions and language that will occur with reading
○ Literacy materials are handled in a special way
■ Book Handling skills (the right orientation to hold the book, how to turn
pages etc)
○ Literacy involves the use of symbols and the communication of meanings
■ Illustrations represent something
■ Representational drawings are planned and looking something like what
the drawer intended to create
● Reading non-printed texts
○ Such as reading facial expressions to figure out what somebody is feeling
○ Kids get meaning not only from what a storyteller is saying, but how they move
and use their voice
● Children grow up in different contexts with different impacts on their literacy skills
○ Some children get experiences with home literacies which resemble what they
will experience at school
find more resources at oneclass.com
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○ Some children have fewer experiences with school like written and spoken
language
● Young children participate in literacy activities by having stories read aloud to them
○ Predictor of children’s reading achievement is how many hours they were read to
as preschoolers
○ Children who interact with parents more when reading aloud have larger
vocabulary and better story understanding
● Parent child interactive book reading
○ A book sharing experience between child and more knowledgeable person to
which both parties contribute
■ Parents read, comment, point and ask questions, while kids point,
comment and answer questions
○ At first, parents focus on gaining child’s attention and getting them actively
involved
■ At this stage parents are not interested in stories and in fact the books
they choose to read are not even stories but more so a series of pictures
■ Children allowed to hold book and turn pages while sitting on parent lap
■ Use motivating and attention getting devices like “Look!” etc and
encourage pointing
■ Try to connect book ideas to child “Look, that blanket is yellow just like
yours!”
○ As children become excited about books, parents being to direct child attention to
characters, events or ideas in books
■ Parents become more concerned with helping children understand
sequence of plot while still expecting child to ask questions, comment and
point to pictures
○ As kids get older parents choose harder books to trigger challenging vocabulary
and also deal with more complex characters
■ Parents shift from using strategies to get the child to focus on the “what”
of a story to using strategies related to understanding “how” and/or “why”
Attention getting and
sustaining strategies
● Allowing child to hold
book and turn pages
● Pointing to, labelling
and commenting on
illustrations
● Helping child imitate
or asking child to
make gestures and
sounds
● Asking child to point
out detail in illustration
● Adjust language of
Low cognitive demand
strategies
● Reading text and
pausing for child to
supply word
● Asking child who
what where questions
demanding recall of
text events
High cognitive demand
strategies
● Asking child why
questions which
require inferences
● Asking child questions
which force them to
make connections
between story and
own life
● Prompting child to
predict
● Prompting child to
clarify or elaborate
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
By three years of age, many children have participated in literacy experiences. They share books with adults and scribble with crayon and notice print found in their environment. Parents talk to kids when changing diaper etc. Receive first books at a few months old and parents read to child. Hold books and ask questions about pictures in the book. Concepts about literacy acquired from early book and drawing experiences. Children who are read to often early in life end up playing with books as a preferred activity. Literacy activities occur in predictable routines and there are other social interactions embedded in these activities. Academic value of books or perhaps print is only found in flyers in some households. Typically all three come together to form social routine (booksharing routine) Expected actions and language that will occur with reading. Literacy materials are handled in a special way.
