ED 250 Lecture Notes - Lecture 15: Phonological Awareness, Spoken Language, Dyslexia

• School: University of Portland
• Department: Education
• Course: ED 250
• Professor: Hetherington

Document Summary

How to teach students how to read? (discuss in groups) Identify syllables: being able to read letters than words, test comprehension. Reading begins with emergent literacy: modeling (red, talk about reading, read authentic materials to you kids. Children come to understand: print carries meaning, spoken language can be written, there are rules to written language. Begins with phonological awareness: letters, sounds, blends, rhyme, syllables, patters. We recognize words: cultural, contextual, familiar, word families, exceptions, sight words, zpd expands frequently. We start to comprehend: phrases, familiar schemes, k(cid:374)o(cid:449)(cid:374) to u(cid:374)k(cid:374)o(cid:449)(cid:374) (cid:272)apa(cid:272)ity gro(cid:449)s pi(cid:272)-word correspondence. Schemas grow: (piaget: familiar plot: fairy tale, mystery, context: songs, apps, manuals, sense making begins. Knowledge and beliefs (meta): meaning from text: main ideas, mental images, imagination, prediction. Inhabiting/enhance reading: vision, hearing impairments, learning challenges like dyslexia, gender, ses and cultural norms. Remember : teach parents to read, literacy (reading) is in all disciplines, watch for signs of difficulty, ensure actual comprehension, readi(cid:374)g is a (cid:862)life(cid:863) thi(cid:374)g.