Transcript Developmental Word Knowledge

Developmental Word
Knowledge
The Braid of Literacy
 See figure 1-1 on page 2 of the Words
Their Way book
Invented Spelling: A Window into
Developing Word Knowledge
 Researcher found the preschooler’s attempts
to spell were not just random displays of
ignorance and confusion, but a systematic,
phonetic logic to preschooler’s categorizations
of English speech sounds
 Henderson developed an instructional model
to complement this development called Word
Study
Why is word study important?
 In order to become fully literate, a
student must become dependent on
fast, accurate recognition of words and
their meanings in texts, and fast,
accurate production of words in writing
so that readers and writers can focus
their attention on making meaning
 Students need hands-on opportunities to
manipulate word features in a way that
allows them to generalize beyond isolated,
individual examples of entire groups of words
that are spelled the same way
 The best way to develop fast and accurate
perception of word features is to engage in
meaningful reading and writing and have
multiple opportunities to examine those same
words out of context
What is the purpose of word
study?
 The purpose of word study is to
examine words in order to reveal
consistencies within out written
language system and to help students
master the recognition, spelling, and
meaning of specific words.
Three Layers of English
Orthography
 Alphabet
 Pattern
 Meaning
Alphabet
 Our spelling system is alphabetic
because it represents the relationship
between letters and sounds.
 The alphabetic layer is the first layer of
information at work.
Pattern
 The pattern layer overlies the alphabetic
layer.
 English does not have a single sound for each
letter under all conditions.
 Single sounds are sometimes spelled with
more that one letter or are affected by other
letters that do not stand for any sounds
themselves.
 There is consistency in patterns that guide
the grouping of letters, e.g., CVC, VCV, etc.
Meaning
 When students learn that groups of
letters can represent meaning directly,
they will be much less puzzled when
encountering unusual spellings.
 This is the third layer of English
orthography called the meaning layer.
The Development of
Orthographic Knowledge
 Developmental spelling research describes
students’ growing knowledge of words as a
continuum or a series of chronologically
ordered stages or phases of word knowledge
 Students move hierarchically from easier,
one-to-one correspondences between letters
and sounds to more difficult, abstract
relationships between letter patterns and
sounds, to even more sophisticated
relationships between meaning units
(morphology) as they relate to sound and
pattern.
For each stages, students’ orthographic
knowledge is defined by three functional
levels that are useful guides for knowing
when to teach what:
1. Students do correctly - an independent or
easy level
2. What students use but confuse - an
instructional level where instruction is most
helpful
3. What is absent in students’ spelling - a
frustration level where spelling concepts are
too difficult
Stages of Spelling
Development
 Stage I: Emergent spelling
 Stage II: Letter name - alphabetic
spelling
 Stage III: Within word pattern spelling
 Stage IV: Syllables and affixed spelling
 Stage V: Derivational Relations Spelling
Stage I: Emergent Spelling
 This encompasses the writing efforts of
children who are not yet reading
conventionally, and in most cases have
not been exposed to formal reading
instruction
 This stage is prephonetic
Stage II: Letter name alphabetic spelling
 This encompasses the period of time
during which students are formally
taught to read, typically during
kindergarten and first-grade years and
extending into the middle of second
grade.
Early letter name - alphabetic
stage
 Students apply the alphabetic principle
primarily to consonants
 They often spell first sound and then
last sound of single-syllable words
 When they use the alphabetic principle
they find matches between letters and
the spoken word by how the sound is
made or articulated in the mouth
Middle to late letter name alphabetic spelling
 Students can spell many high-frequency
words correctly but also makes spelling errors
typical of a students in this stage.
 Students are also learning to segment both
sounds in a consonant blend and begin to
represent the blends correctly.
 By the end of this stage, students are able to
consistently represent most regular short
vowel sounds, digraphs, and consonant
blends because they have full phonemic
segmentation.
Stage III: Within Word Pattern
Spelling
 Students can read and spell many different
words correctly because of their automatic
knowledge of letter sounds and short-vowel
patterns.
 This level typically begins as students
transition to independent reading toward the
end of first grade and expands through the
second and third grades and even into fourth
grade.
 Because basic phonics features have
been mastered, within word pattern
spellers work at a more abstract level
than letter name - alphabetic spellers.
 During the within word pattern stage,
students first study the common longvowel patterns and then less common
patterns such as the VCC pattern in cold
or most.
 Students must also consider the
meaning layer to spell and use
homophones.
Stage IV: Syllables and affixes
spelling
 This stage is typically achieved in the
upper elementary and middle school
grades, when students are expected to
spell many words of more than one
syllable.
 This is when students consider spelling
patterns where syllables meet meaning
units such as affixes.
Stage V: Derivational Relations
Spelling
 Students move to the derivational stage
as early as grade 4 or 5, however, most
derivational relational spellers are found
in middle school, high school, and
college.
 Students examine how words share
common derivations and related base
words and root words.
 Early derivational relations spellers spell
most words correctly.
 Frequent errors have to do with the
reduced vowel in derivationally related
pairs.
 Students spelling errors often have to
do with using but confusing issues of
consonant doubling in absorbed
prefixes, the convention of changing the
last consonant of a prefix to the first
consonant of the root word.
The Synchrony of Literacy
Development
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Emergent readers
Beginning readers
Transitional readers
Intermediate and advanced readers
 See figure 1-13 on page 19 of text