Physical differences between oral and written language
Oral:
temporarily ordered sounds
Ephemeral: lasts a short time
No existence independent of the speaker
Written:
Marks on a surface
Durable
Can be read and reread
Gives reader control
Situational differences between oral and written language
Oral:
Face to face is most frequent
Conversations
Questions
Written:
Individual endeavors
Receives no prompting
Writing is usually more precise than talking
Can be corrected
functional differences between oral and written languages
Oral:
Social interaction
Maintain human relationships
Written:
Records of property, transactions, and legalities
Build on previous findings and inventions of generations before
Labeling
form differences between oral and written language
Oral:
Consists of sounds
Paralinguistic features (pitch)
Prosodic features
Written:
Consists of letters
Punctuation
vocabulary differences between oral and written language
Oral:
More informal vocab
Non-specific vocab (Ex. Look at that)
Written:
Must have more specific vocabulary
Lexicon will be more varied
literacy
to comprehend and produce printed text, being able to know letters and the ability to decode and encode them
How and why has literacy changed?
Technology has changed what it means for us to be literate
Now, in order to be literate, we must be able to functionally use technology as it pertains to reading and writing
early literacy
seen in children from 2-3; they do not understand the alphabetic principle (letters make sounds)
emergent literacy
� seen in children 4-5; when they start having beginning awareness of letter sound relationship; start to understand letters and sounds
what is the difference between early and emergent literacy?
letter sound correspondence knowledge
two components of reading
word recognition and word comprehension
Stage 0 of Chall's reading stages
birth-5; emergent literacy, learning how to hold book, turn pages in book, understand what a letter is, listening to others read, point to pictures, etc.
Stage 1 of Chall's reading stages
5-7 years old, start to decode, learning how to read, blending sounds together
Stage 2 of Chall's reading stages
7-9 years old, more automatic, do not have to sound everything out, beginning of reading comprehension, able to self monitor their reading skills and know when they do not understand what they are reading
Stage 3 of Chall's reading stages
9-14 years old, read to learn new information, decoding is fully automatic, become faster at reading, have more complete comprehension, understand things better
Stage 4 of Chall's reading stages
14-18 years old; reading for information, understand references, get different points of view
Stage 5 of Chall's reading stages
18+ years old; critical reading, able to analyze what someone has written and identify strengths and weaknesses of that writing; not everyone reaches this stage
stage theory
implies that word recognition is a progression of stages and it is not; does not explain how children go from point a to point b in each stage; logographic, alphabetic, orthographic
logographic
recognize things by pictures and logos, visual images, do not have letter sound correspondence at this stage, do not have to go through this stage to be able to read
alphabetic stage
letter sound correspondence; able to decode words
orthographic stage
� do not have to decode sound by sound, much is recognized automatically
self teaching hypothesis
� cannot account for all orthographic knowledge; no way that teachers can direct kids to read every new word that they encounter
what is necessary for reading comprehension
� background knowledge
� interest
� attention
� reading ability
� understanding of syntax
� understanding of semantics
� understanding of spoken language
� understanding of key words in text
� reasoning abilities
� knowledge of text structure
� metacognit
Orton; 1925, 1937:
first American to research reading disabilities; cause was lack of cerebral dominance in the left hemisphere for language
Johnson & Mylebust (1967)
researched phonological processing deficits in children, strongly associated with reading disabilities
exclusionary factors when defining reading disabilities
sensory, emotional, neurological, instructional, intelligence
dyslexia
specific learning disability resulting from a deficit in the phonological component of language
simple view of reading disabilities
dyslexia, specified comprehension deficit, mixed, nonspecified
article 1
says that reading difficulties have persisted through the school years, suggests that the narrow view of reading should be used because word recognition is easier to teach to children than comprehension
article 2
emphasizes the importance of background knowledge for reading comprehension; suggests that when teaching comprehension, it needs to be curriculum relevant to the other subjects that they are learning
article 3
suggests that sentence comprehension could be the culprit for some readers; ability to comprehend complex sentences is associated with verbal working memory for both listening and reading modalities; teaching children to write more complex sentences may b
article 4
different subjects required different approaches to reading; should also be the responsibility of all teachers to teach comprehension in their subject so that children can understand what the text in that subject looks like and means; teachers should incl
article 5
neither broad or narrow views of reading incorporate reading fluency which is an important bridge between word identification and comprehension; fluent reading is effectively achieved through repeated readings of texts with the use of guided feedback; pre
article 6
� SLPs need to consider language knowledge and skills that underlie academic tasks; structure knowledge is particularly important is the content is unfamiliar to readers
areas of language intervention shown to be effective in improving comprehension
vocabulary, narration, morphology, grammatical comprehension
skills of phonological awareness
rhyme, alliteration, word, syllable, phoneme awareness
what predicts good reading comprehension
background knowledge
roles and responsibiities of SLPs treating written language disorders
administration, research, education, prevention, advocacy, and clinical services