Active Notes- Chapter 5

.docx

School

Sam Houston State University *

*We aren’t endorsed by this school

Course

4314

Subject

Linguistics

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by Kaemshoff

Active Reading Notes- Chapter 5 SPED 4314 1) Learning objectives: In your own words, write 2-3 sentences that summarize the learning objectives for the chapter. Tip: Look at the opening of the chapter. - Letters make reading possible. Letters are those abstract visual symbols that bridge the gap between oral language and written alphabetic languages. Awareness of the alphabetic principle, the idea that letters represent the sounds of spoken language, is essential for learning to read in any alphabetic language: Letters represent the sounds of spoken language. When children can recognize and name the letters of the alphabet accurately and automatically, they have a foundation for learning the alphabetic principle and learning to read. 2) Closing thoughts: In your own words, write 2-3 sentences that summarize the closing thoughts for the chapter. Tip: Look at the conclusion of the chapter. - Complete letter knowledge is essential for reading success. Knowledge of letters’ shapes, names, and the phonemes they represent provides students with a solid foundation for using the alphabetic principle in learning to read. Moreover, this foundation needs to be strongly formed early in a child’s academic career because word knowledge is built on letter knowledge. 3) Headers in all-capital letters: Throughout the chapter, there are section headers written in all-capital letters. List these headers. Tip: Start at the beginning of the chapter and work toward the conclusion. ROLE OF LETTER RECOGITION IN THE READING PROCESS CONSIDERATIONS FOR INSTRUCTION PRINCIPLES OF EFFECTIVE INSTRUCTION ACTIVITES FOR TEACING LETTER REOGNITION 4) Key vocabulary and concepts: Throughout the chapter, key vocabulary and concepts are written in bolded or italicized font. For each of the headers that you listed in #3, write 3-5 key vocabulary terms or concepts that are related to that header. Tip: Look for bolded or italicized terms. You can include other terms that are not bolded or italicized. ROLE OF LETTER RECOGITION IN THE READING PROCESS - Repeated Reading: An instructional strategy in which an adult or peer reads a passage out loud to model fluent reading and then asks the student to re-read the same passage while providing feedback. - Sound-symbol association: Paired association between letters and sounds; an approach to teaching of reading and spelling that emphasizes sound– symbol relationships, especially in early instruction. - Pre-alphabetic phase: The first phase of word recognizes when a child begins

to recognize words in connection with images they are associated with or visual features of letters. - Partial alphabetic: Phase or stage in which children know some sound- symbol relationships but not enough to process an entire word phonetically. - Full alphabetic: Phase when a reader has full knowledge of sound- symbol relationships and can use that information to decode unknown words. - Letter Clusters: Group of two or more letters that regularly appear adjacent in a single syllable (ex. oo, ng, th, sh, oi, igh). In spelling instruction, a patter of letters in a single syllable that occurs frequently together. The pronunciation of at least one of the component parts may be unexpected, or the letter may stand in an unexpected sequence ex. ar, er, ir, or, qu, wh). A cluster my be a blend (two or more letters that represent more than one sound) or a digraph (two letters that represent on sound). Also called combination. - Matthew Effect: A term coined by Stanovich (1986) to describe a phenomenon observed in findings of cumulative advantage for children who read well and have good vocabularies and cumulative disadvantage for those who have inadequate vocabularies and read less and thus have lower rates of achievement. The term is named after a passage from New Testament: “For unto everyone that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath” (Matthew 25:29). - Consolidated alphabetic: Phase when a reader can instantly recognize entire words (rather than sequences of letters.) CONSIDERATIONS FOR INSTRUCTION - Innate and environmental differences that influence students’ letter knowledge, including visual memory ability, verbal memory ability, the ability to connect visual to verbal memories, general letter familiarity, and exposure to specific letters, such as those in their names. - Implementing response to intervention (RTI ): Should prevent many students from reaching upper grades without adequate letter knowledge, but a child without secure letter knowledge may somehow slip through and reach third or fourth grade without well-developed letter knowledge. PRINCIPLES OF EFFECTIVE INSTRUCTION - Guided Discovery Teaching: - Socratic Method: Leads Learners to discover information through carefully guided questioning based on information they already possess. ACTIVITES FOR TEACING LETTER REOGNITION - Schedule: Allow for 5 minutes within 50–60-minute lesson for letter identification, rapid naming, and sequencing activities. - Matching & Naming: Students who cannot match 3-D uppercase letters with the outlines of uppercase letters printed on paper should begin with this activity. - Naming, Sequencing, and Discovery of Middle: The teacher leads students to discover the number of letters in the alphabet. The teacher asks students to name each letter as he or she points to it in sequential order on the classroom uppercase alphabet strip.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help