PSY 321 Chapter Notes - Chapter 5: Metalinguistic Awareness, Reading Disability, Wods
23 Oct 2017
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Sounds & pronunciation: by 5, most sounds in native lang: mastered, enjoy rhymes/songs/general sound silliness, exp: dr. seuss. & how it works becomes explicit (have knowledge about lang. itself) Building a foundation: two critical activies, convos w adults that dvlp knowledge about lang, joint reading (using books as supports for talk abt sounds, wods, pics, & concepts, kids home experience: central in dvlpmnt of lang & literacy. When there are persistent probs: 70-80% kids w reading disabilities in early grades: still behind over a decade later, intensive early intervention can make a diff but **continued support is needed** Lang. s & emergent literacy: english: hard to learn, makes sense kids have to become quick & automatic in understanding complicated system in eng. Before devoting mental resources to comprehension: *when lang. s have more transparent/consistent letter-sound systems (exp. Spanish) decoding skills dvlp easier so early schooling can put less emphasis on decoding & more on comprehension.
