Transcript LCD720 – 04/29/09

LCD720 – 04/29/09
Orthography and Phonics
Announcements
• Practice homework assignment about
orthography
• Next week: graded homework assignment
due (on interfaces)
– Available on Blackboard
– Submit electronically on Blackboard or on
paper in class (May 6, 6:30pm)
• May 13: final paper / lesson plan due
Homework: Orthography
• Answers will be posted on Blackboard
Homework
• Select an activity from Phonics they use,
Chapter 2
– Can you modify these activities for older
children and adult? (If so, how?)
– Consider:
• What is the objective of the activity?
• Do you think the activity will be effective? Why?
Theory and Research
on Phonics Instruction
• Phonics They Use, Chapter 14, Theory and
Research
– Clarification questions?
• Discuss in groups of four
– What do you think of the author’s “personal phonics
history”?
– What did you find most interesting about how good
readers read words, and about how children learn to
read words? For example, what did you not know, or
what can you use in your classroom?
Models of reading
• Is reading decoding: converting letters into
sound?
• Or is it something else? Or both?
Types of processing
• Bottom-up processing
– Using language knowledge and language processing
strategies to understand the text; e.g., decoding, sight
words
– Cf. phonics instruction
• Top-down processing
– Using world knowledge and cognitive processing
strategies to understand the text
– Cf. “whole language” instruction
• Top-down and bottom-up processing may
proceed in parallel
• Example of top-down processing…
What is the following text about?
The procedure is actually quite simple. First, you
arrange the items into different groups. Of course
one pile may be sufficient depending on how
much there is to do. If you have to go somewhere
else due to lack of facilities that is the next step;
otherwise, you are pretty well set. It is important
not to overdo things. That is, it is better to do too
few things at once than too many. In the short run
this may not seem important but complications
can easily arise. A mistake can be expensive as
well. …
What is the following text about?
… At first, the whole procedure will seem
complicated. Soon, however, it will become just
another fact of life. It is difficult to foresee any end
to the necessity for this task in the immediate
future, but then, one never can tell. After the
procedure is completed one arranges the
materials into different groups again. Then they
can be put into their appropriate places.
Eventually they will be used once more and the
whole cycle will then have to be repeated.
However, that is part of life.
What is this text about?
John was hungry and decided to order a
large meal. He was pleased that the
waitress was attentive and prompt. After
he finished the meal, he paid his bill and
left an extra five dollars under his plate.
Where does this take place? What
schema did you need to utilize? How
does it differ from the first text?
What is reading?
• 1970s (e.g., Goodman, Smith):
– Reading is a “psycholinguistic guessing
game”:
• Readers make predictions, and “sample the text”
(= use some orthographic information) to confirm
those predictions
• Mostly top-down processing
– Words are read as a whole (cf. Chinese
characters)
– Skilled reading:
• Better first guesses; better sampling strategies
– Strong influence on teaching of reading
What is reading
• Current opinions
– Readers use both top-down and bottom-up
processing in parallel
Example of a stage model
Ehri’s four-phase model of reading development
1.
2.
3.
4.
Pre-alphabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic
Ehri, L.C. (2005). Development of sight word reading: Phases and findings. In:
The science of reading: A handbook, Snowling, M.J. & Hulme, C. (Eds.).
Blackwell, pp. 135-187.
1. Pre-alphabetic phase
• Visual and contextual cues
– Names of brands like candy or restaurants
– Contextual cues (top-down)
• Location: name on locker
– Visuographic cues (bottom-up)
• Non-phonetic graphic features, e.g., two “sticks” in
William
1. Pre-alphabetic phase
• Children may recognize their own name or
their friend’s names; focus on initial letters
• Known letters mostly from their own name
• Memory for words is limited
• Print-meaning correspondences rather
than print-sound correspondences
– Semantic errors when reading familiar words
Transition from pre-alphabetic to
partial alphabetic
• Children begin to acquire letter knowledge,
and use it to read words
• Personal name writing stronger predictor
of future reading success than personal
name reading
– Writing draws attention to the sequence of
sounds and their connection to letters
2. Partial alphabetic phase
• Children use the sound value of some
letters to remember how to read (sight)
words
– E.g., read jail by remembering jay and el,
ignoring ai
– Use only part of the word to read it
– They use letter names, or sounds from the
letter name
• No decoding skill yet
Transition from partial alphabetic
to full alphabetic
• Children begin to acquire decoding skill
and grapho-phonemic knowledge
• Bond spellings fully to their pronunciations
in memory; influenced by:
– Phonemic awareness and letter-sound
correspondences
– Exposure to print
– Cipher knowledge
– Sight word knowledge
Transition from partial alphabetic to
full alphabetic
• Beginning readers without/with phonemic
segmentation and letter-sound knowledge make
different types of errors (Stuart & Coltheart,
1988):
– Without: Errors have some resemblance to written
words, e.g., misread look as baby; milk as like
– With: Preserve beginning or beginning + ending
letters, e.g., misread cat as car; bird as bad
• Phonemic awareness and letter knowledge
change the word reading process
3. Full alphabetic phase
• Beginners learn to form connections between all
graphemes and phonemes to remember how to read
words
• To learn sight words, readers need:
– More complete knowledge of grapheme-phoneme
relations, esp. vowels
– Ability to use these relations to decode words
– Phonemic segmentation skill
• Reading words just a few times can convert unfamiliar
words to familiar sight words
– Decoding facilitates memory for sight words
• Full phase readers remember entire sight words, whereas
partial phase readers remember boundary letters
3. Full alphabetic phase
• Children need to learn decoding and sight
word reading
– Teaching only one strategy is not as efficient
as teaching both
– Sight word reading is necessary for irregularly
spelled words
– Decoding is necessary for unfamiliar words
4. Consolidated alphabetic phase
• Letter sequences for blends of graphophonemic
units, including:
– Morphemes, onsets, rimes
– Also: sight words, and frequent syllables
• E.g., ing in bring, king, thing, sing
• Students who practiced reading syllables in
multisyllabic words outperformed students who
practiced whole-word reading in:
– remembering sight words spellings
– decoding new words
– decoding pseudowords
(Adolescent readers at 3rd-grade level; Bhattacharya &
Ehri, 2004)
Automaticity
• Mature readers recognize sight words
automatically
– and are facile or automatic in decoding unfamiliar
words
• Recognizing words automatically:
– Immediate
– Without attention for decoding
– Stroop effect: What color are these words?
RED
YELLOW
BROWN
• Sight word reading (and automaticity) also
occurs in transparent writing systems
Summary and relevance
• Reading is top-down and bottom-up
• Children progress through several stages:
– Pre- => partial => full => consolidated alphabetic
• They gradually learn:
– letter-sound correspondences
– phonemic awareness
– frequent syllables
– automatic decoding and sight word reading (both!)
• Sight word reading originates in decoding, which
requires phonemic awareness
• How is this the same or different in L2 reading?
L2 reading
• L1 literacy and L2 reading
• Also for older children and adult learners
Next week
• Read Chapters 10 and 11
• There will be time for questions about the
lesson plan / final paper at the end of class