- Jul 2016
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networkedlearningcollaborative.com networkedlearningcollaborative.com
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Second, a phrase like “the hottest source of heat in the whole wide world” mixes vernacular
Interesting to think about in terms of language development.
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This is a literary device in which nature, or the cosmos, is treated as if it is “in step with” human affairs (e.g. the beauty and peace of a sunset matches the inner peace of the elderly poet resigned to the approach of the end of life)
I like the way that the author explained this. I think this is similar to what we see here:
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oday’s reading traditionalists, supported by many linguists, myself included (Gee 2001; Rayner et al. 2001, 2002), argue that learning to read, unlike acquiring one’s first oral language, cannot be a biologically supported process and, thus, cannot be “natural.
When we think of the "reading brain" this image helps to illustrate that the brain is not wired for reading. !
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Henry Ford would have been proud
This made me think of how schools used to be thought of as "factories" that "produce" learners.
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Many, but not all, Pokémon can evolve, as they gain experience, into one or two other Pokémon
This whole discussion made me think the ways readers make sense of vocabulary by looking at units of meaning. It makes sense that Charmander belongs to the fire group because it has "char" in the name.
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ct-scsu-sso.blackboard.com ct-scsu-sso.blackboard.com
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e difficulty of the task depends inpart upon the number of sounds (fewer soundsare easier than more), which sounds they are(liquids are typically easier than nasals or stops),and their location in the word (middle sounds aremore difficult to attend to than initial or finalsounds).
This is important for teachers of reading to consider as they plan instruction and assess students' phonemic awareness.
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riffith and Olson (1992) argued that phonemicawareness activities will not be helpful unlessthey can be placed in a context of real readingand writing.
This makes sense to me. Students benefit from the visual representation and it is important that it takes place in the context of reading and writing.
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teachers should avoidrigid adherence to a sequence. It is not the casethat teachers should engage exclusively in rhymeactivities for weeks before they engage in sylla-ble activities. Likewise, we do not believe thatchildren must “pass” one type of operation (e.g.,matching) before having experiences with an-other (e.g., blending). Phonemic awareness de-velopment is not a lockstep process
Important when planning, selecting, or implementing a systematic, explicit phonics program.
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linguistically rich environ-ments—
Very important for students! Children also need to interact with that environment.
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e difficulty of the task depends inpart upon the number of sounds (fewer soundsare easier than more), which sounds they are(liquids are typically easier than nasals or stops),and their location in the word (middle sounds aremore difficult to attend to than initial or finalsounds). (
Development of phonemic awareness skills.
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Manysuccessful training studies include concrete repre-sentations of sounds in order to make mental ma-nipulations more over
I enjoy teaching phonemic awareness this way. The kids love it!
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- Jun 2016
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networkedlearningcollaborative.com networkedlearningcollaborative.com
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reciprocal models of reading development
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hus, earlier dichotomization of reading into“learning to read” and “reading to learn” stages (Chall, 1995) is shifting to a moreintegrated and developmental perspective.
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e learner was cast in the role of an active par-ticipant, a constructor of meaning who used many forms of information to arriveat comprehension (Halliday, 1969). Learning to read was not so much a matter ofbeing taught, but a matter of arriving at facility as a result of a predisposition toseek understanding within a language-rich environment.
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ut when, for whom, and for what the value of a whole-word or phonics-based approach can be substantiated.
Important.
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Importance of Balanced Literacy.
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Graham, & Harris, 1998
I took a course learning about Self-Regulated Strategy Development, which Harris & Grahnam developed in the early 1980s. The authors include reading and writing strategies in Powerful Writing Strategies.
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little regard for motivation in the form of readers’goals, interests, and involvement in the learning experience
And yet we know from David Sousa that emotion, motivation, and memory are so very connected.
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id not focus on identifying and eradicating thesource of readers’ errors. Rather, the goal was to ascertain how the unexpected re-sponses readers produced were reflective of their attempts at meaning-making
Similar to how instructors identify ways students make miscues and gives insight into how students read. For example, overreliance one system may affect reading comprehension.
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e learner was cast in the role of an active par-ticipant, a constructor of meaning who used many forms of information to arriveat comprehension (Halliday, 1969). Learning to read was not so much a matter ofbeing taught, but a matter of arriving at facility as a result of a predisposition toseek understanding within a language-rich environment
Getting closer to the idea of Louise Rosenblatt and efferent and aesthetic reading.
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reading during this period was conceptualized as conditionedbehavior, and just another process susceptible to programming
Yet we now know that reading is one of the most complex activities we ask of our students.
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