Final Exam Study Guide ELED 424 PDF

**Final Exam Study Guide** **Theories of reading & writing:** - **Simple view of reading**- proposes that reading comprehension is the product of two main components: Decoding- translate written words into their spoken forms - Recognizing letters and their corresponding sounds. -...

**Final Exam Study Guide** **Theories of reading & writing:** - **Simple view of reading**- proposes that reading comprehension is the product of two main components: Decoding- translate written words into their spoken forms - Recognizing letters and their corresponding sounds. - Blending these sounds to form words. - Word recognition skills. [Struggling readers may have difficulties in: ] - Decoding: Often seen in students with dyslexia or those lacking phonics instruction [Effective reading instruction must target:] - Focused on phonics, phonemic awareness, and fluency Language Comprehension- the ability to understand spoken language - Vocabulary knowledge. - Background knowledge (understanding the context or topic). - Grammatical understanding and sentence structure. - Inferencing skills. [Struggling readers may have difficulties in:] - Language Comprehension: Often seen in students with limited vocabulary, poor oral language skills, or low exposure to rich language experiences. [Effective reading instruction must target:] - Focused on building vocabulary, background knowledge, and higher-order thinking skills - **Ehri's stages of reading development-** how children learn to read and recognize words as they progress through different levels of reading ability. These stages focus on how word recognition evolves, starting with visual cues and progressing to automaticity. [Key Features:] - No understanding of the alphabetic principle (the connection between letters and sounds). - Relies on visual patterns or environmental context. Recognizing the shape of the word \"STOP\" on a stop sign. Partial Alphabetic Stage- Children begin to understand that letters represent sounds and attempt to use this knowledge to decode words. However, they only use some of the letters in a word to guess its identity (e.g., the first and last letters). [Key Features:] - Developing phonemic awareness. - Limited decoding ability; guesses words based on some letters and context. [Example:] Full Alphabetic Stage- Children fully understand the alphabetic principle and can decode words by systematically sounding out letters. They also begin to store words in memory based on letter-sound correspondences. [Key Features:] - Increased phonics knowledge. - Able to decode unfamiliar words. - Beginning to develop a sight word vocabulary. [Example:] Reading \"stop\" by sounding out each letter and blending them together. Consolidated Alphabetic Stage- Children group letters and sounds into larger units, such as syllables, prefixes, suffixes, or common patterns (e.g., \"ing,\" \"tion\"). [Key Features:] - Uses chunks of letters rather than individual sounds. - Faster word recognition. - Expanding sight word vocabulary. [Example:] Recognizing \"jumping\" as one unit instead of sounding out each letter. Automatic Stage- word recognition is automatic and fluent. Readers can focus on comprehension rather than decoding individual words. [Key Features:] - Effortless reading of familiar words. - Strong decoding and comprehension skills. - Reading becomes a tool for learning rather than a skill to be mastered. [Example:] Reading an entire paragraph smoothly without pausing to decode. - **Four-part processing theory of word recognition**-explains how the brain processes words during reading. It describes four interconnected processors in the brain that work together to recognize and understand written words. Orthographic Processor- Handles the visual aspects of written language. It identifies letters and letter patterns, recognizing how words look. [Example:]\ Recognizing the word "cat" by its letter arrangement, rather than guessing from its sound or meaning. Phonological Processor-Deals with the sounds of language. It matches written letters to their corresponding sounds (phonemes) and blends these sounds to form words. [Example:]\ Sounding out \"c-a-t\" to produce the word \"cat.\" Meaning Processor- Handles word meanings and vocabulary. It connects the recognized word to its definition and context. [Example:]\ Understanding that \"cat\" refers to a small, furry animal. Context Processor-Integrates the word into the surrounding text to understand its role in the sentence and overall meaning. It helps resolve ambiguities and ensures comprehension. [Example:]\ Determining that \"cat\" in the sentence \"The cat climbed the tree\" refers to an animal climbing. - **Scarborough's rope model of reading**- illustrates the complex and interconnected components necessary for skilled reading. It emphasizes how different skills and processes come together to support reading fluency and comprehension. - **Phonological Awareness:** Recognizing and manipulating sounds in spoken words (e.g., rhyming, segmenting sounds). - **Decoding and Spelling:** Understanding letter-sound relationships and using them to decode unfamiliar words. - **Sight Recognition:** Automatically recognizing familiar words without sounding them out. - **Background Knowledge:** Knowledge about the world that provides context for understanding text. - **Vocabulary:** Knowing the meanings of words and their connections. - **Language Structures:** Understanding grammar, syntax, and sentence structure. - **Verbal Reasoning:** Making inferences and understanding figurative language. - **Literacy Knowledge:** Familiarity with text structures and conventions (e.g., understanding narrative versus expository texts). - In the early stages of reading development, the strands of **word recognition** are typically less developed and require explicit instruction (e.g., phonics, decoding). - As students become proficient readers, these strands strengthen and become more automatic. - At the same time, **language comprehension** skills are developed through exposure to rich vocabulary, diverse texts, and explicit instruction. - Skilled reading occurs when **word recognition** becomes fluent and automatic, allowing the reader to focus on comprehending the text through the **language comprehension** strands. - **Knowledge telling model of writing**- A basic writing strategy where writers recall and \"tell\" information they already know, without reorganizing or critically analyzing it. - **knowledge transforming model of writing**- A more advanced strategy where writers engage in critical thinking, reshaping their knowledge, and considering their audience and purpose while writing. - **Cognitive theories of literacy**- mental processes involved in reading and writing, such as decoding, comprehension, and memory. **Key Idea:**\ Literacy develops through understanding how the brain processes language (e.g., phonological awareness, working memory). **Example:** Teaching phonics to improve decoding skills. - **Sociocultural theories of literacy**- How social and cultural contexts influence literacy practices. **Key Idea:**\ Literacy is shaped by interactions within a community, such as family, peers, and cultural norms. **Example:** Incorporating students\' cultural backgrounds into reading materials. - **Linguistic theories of literacy**-The role of language systems (e.g., syntax, semantics, phonology) in developing literacy. **Key Idea:**\ Understanding language structure is critical for reading and writing proficiency. **Example:** Teaching grammar and sentence structure to support writing development. - **interactive theories of literacy**- The dynamic interaction between the reader/writer and the text. **Key Idea:**\ Literacy involves both decoding and using background knowledge to construct meaning. **Example:** Encouraging students to ask questions and make predictions while reading. - **Top-down models of reading and writing**- Meaning and comprehension take precedence over decoding. - **bottom-up models of reading and writing-** Emphasis on decoding individual letters, sounds, and words before understanding the overall meaning. Teaching emergent bilinguals - **Krashen's theory of comprehensible input-** providing language learners with understandable language input that is just slightly above their current proficiency level. - Funds of knowledge approach to literacy instruction- integrating the cultural and experiential knowledge that students and their families bring into the classroom. - Relationship between home language knowledge/literacy & learning to read and write in English- a strong connection between a student's literacy skills in their home language (L1) and their ability to acquire literacy skills in a second language (L2). Skills in the home language transfer to English literacy, such as understanding print concepts, narrative structures, and phonological awareness. A strong foundation in L1 enhances L2 learning, as students use existing knowledge to bridge to the new language. Encouraging students to maintain and develop their home language supports cognitive and academic growth. **Example in Practice:** A teacher might allow a student to draft an essay in their home language before translating it into English, supporting their ability to express ideas fully. Activities for teaching Decoding- Phonics Bingo, Word Building with Tiles, Decodable Text Practice, & Elkonin Boxes Vocabulary- Semantic Mapping, Context Clues Challenge, Word of the Day, Categorization Fluency- Reader's Theater, Choral Reading, Timed Repeated Readings, & Echo Reading Comprehension- Story Maps (characters, setting, plot, conflict, resolution), Questioning the Author, Think-Pair-Share, & Close Reading Writing- Sentence Expansion, Journaling, Peer Review, Writing from Pictures Activities for helping students develop their metacognitive knowledge for reading & writing- focus on teaching them to plan, monitor, and evaluate their thinking during these processes For reading - Think-Alouds - Self-Questioning - Graphic Organizers - Annotation Practice - Reading Logs For writing - Writing Plans/Outlines - Peer Review with Reflection - Goal Setting - Think-Pair-Share - Editing Checklists Both - Reflection Journals - Strategy Instruction - Metacognitive Prompts - Reciprocal Teaching - Goal-Tracking Charts Recognize words with regular vs. irregular spelling patterns Regular- consistent rules of phonics. This means their spelling matches how they sound. **Examples:** - *cat, hat, sun, trip* irregular- do not follow standard phonics rules. Their pronunciation often cannot be predicted from their spelling. **Examples:** - *said, was, one, laugh, who* Characteristics of students with dyslexia & instructional strategies that help them learn to read/spell Reading Challenges: 1. Difficulty with Phonemic Awareness: 2. Slow or Inaccurate Decoding: 3. Poor Fluency: 4. Reduced Comprehension: Spelling Challenges: 1. Inconsistent Spelling Patterns: 2. Phonological Errors: 3. Difficulty Remembering Letter Patterns 4. Explicit Phonics Instruction: 5. Multisensory Learning: - Example: Trace \"cat\" while saying each sound. 6. Decodable Texts: 7. Fluency Practice: Spelling Strategies: 1. Teach Spelling Rules Explicitly: - Teach pattern rules for adding suffixes. 2. Word Mapping: - Break words into sounds, syllables, and morphemes (e.g., prefix + root + suffix). 3. Spelling Practice with Context:. General Strategies: 1. Provide Structured Literacy Instruction: 2. Allow Extra Time: 3. Use Assistive Technology: 4. Build Confidence: 5. Individualized Support: Characteristics of *Words Their Way* stages, what students learn at each stage, what word sorts are appropriate for each stage Emergent Stage (Pre-K to early 1st grade) **What Students Learn:** - Alphabet knowledge and letter recognition. - Beginning sounds and basic phonemic awareness. - Simple rhymes and word patterns. **Appropriate Word Sorts:** - Picture sorts (e.g., sorting by initial sounds: *cat, dog, sun*). - Rhyming words or pictures (*bat, cat, hat* vs. *dog, frog, log*). - Concept sorts (e.g., sorting objects by categories like animals or colors). Letter Name-Alphabetic Stage (K to 2nd grade) **What Students Learn:** - Complete alphabetic knowledge. - Short vowel sounds and basic CVC patterns. - Beginning blends, digraphs, and word families. **Appropriate Word Sorts:** - Short vowel sorts (*cat, pet, pig, hop, bug*). - CVC word family sorts (*mat, sat, fat*). - Beginning and ending blends (*flag, frog, clap*). Within Word Pattern Stage (1st to 4th grade) **What Students Learn:** - Long vowel patterns (*cake, bike, boat*). - Common digraphs and diphthongs (*ai, ea, oi, ou*). - R-controlled vowels (*car, bird, star*). **Appropriate Word Sorts:** - Long vs. short vowels (*mad vs. made*). - Vowel digraphs (*team, rain, boat*). - R-controlled vowel patterns (*star, bird, her*). Syllables and Affixes Stage (3rd to 8th grade) **What Students Learn:** - Syllable types and division rules. - Inflected endings (*jumped, jumping*). - Prefixes, suffixes, and their meanings. **Appropriate Word Sorts:** - Syllable sorts (*open vs. closed syllables: robot vs. kitten*). - Prefix and suffix sorts (*pre-, re-, un-* and *-ful, -less, -ing*). - Inflectional endings (*hop, hopping, hopped*). Derivational Relations Stage (5th grade and up) **What Students Learn:** - Greek and Latin roots (*bio-, geo-, -ology*). - Word origins and etymology. - Spelling-meaning connections in advanced words (*photograph, photography*). **Appropriate Word Sorts:** - Greek and Latin root sorts (*bio-, thermo-, -graphy*). - Words with similar spellings but different meanings (*sign, signature*). - Etymology-based sorts (words from French vs. Latin origins). Order in which children learn the syllable types during systematic phonics instruction - Closed Syllables (CVC) - Open Syllables - (Vowel-Consonant-E) - Vowel Teams - R-Controlled Syllables - Consonant-le Syllables