Stages of Literacy Development
Emergent literacy stage
Age/Grade: young-middle of first grade
Characteristic:emergent writers use scribbles to communicate
Characteristic:phonological awareness is critical in this stage
Auditory Processing
Disorder
(APD)
-Negatively affects how sound that travels through the ear is processed by the brain
-Kids with APD do not hear the difference between sounds
Emergent
-Concepts about Print
~Young children can talk about a book before they can read it
-Speech to Print Match (p. 57)
~Early readers begin to match the words on the page to spoken words
-Knowledge of Letter Names(p. 57; 149)
~Kids’ knowledge of letter names predicts their future reading success
-Phonological Awareness(p. 57; 158)
~Kids’ understanding of how sounds work in words; listening assessment
Reader
As the teacher, you can’t really change the reader BUT the teacher can make attempts to positively impact a student’s motivation as a reader, teach students monitoring and elaboration strategies, and provide materials that are of interest to the reader.
What does Mr. Daniels do to examine the reading problem that Ally has?
Mr. Daniels pays close attention to Ally’s struggles. He notices that Ally is quick to avoid reading and writing tasks. It doesn’t take Mr. Daniels long to figure out that Ally tries to get in trouble to avoid completing reading tasks. Mr. Daniels tells Ally that he won’t be sending her out of the class. Mr. Daniels realizes very quickly that Ally tries to avoid assignments because they are really tough for her.
Early developing
literacy stage
Age/Grade: first grade-second grade
Characteristic:the alphabetic principle becomes real; understanding that words are made of sounds
Characteristic:writing contains a lot of invented spelling
Dysgraphia
-Negatively affects a child’s written communication, impacting both information and motor skills
-Kids with Dysgraphia also have a hard time with spelling and writing
Early Developing
-Word Identification(p. 58; 165)
~Students begin to recognize words that are repeated in texts
-Phonemic Awareness
~Children begin to segment and blend sounds to decode and spell phonetically
-Spelling Assessments
~A student’s spelling patterns reveal their understanding of phonics
-Story Retelling
~Students move from oral reading to silent reading and communicate their understanding with retelling
Text
The level of a text that a child is asked to read can be changed to meet the needs of the learner; consideration should be made for the content of the text, density of information within the text, format of the text (i.e., narrative, expository), organization and style of the text, complexity of the grammar used in the text, and the level of vocabulary used in the text.
What does Mr. Daniels do to diagnose the reading problem that Ally has?
Mr. Daniels challenges Ally to read and write in class and independently so he can watch how she responds. He observes closely her strength and comfort with art as well as her discomfort with letters and words. Mr. Daniels asks Ally to stay after school so he can work one-on-one with her in a more comfortable setting (playing a game of chess).
Developing literacy
stage
Age/Grade: third grade-fifth grade
Characteristic:students begin using more prosody when reading
Characteristic:writing begins to include more descriptive details
Dyslexia
-Negatively affects a child’s ability to read and process language-based skills
-Kids with Dyslexia struggle with fluency, decoding, and comprehension
Developing
-Fluency Assessment
~Teachers assess a student’s expression, volume, phrasing, smoothness, and pace when reading
-Cloze Test
~Measures comprehension by deleting words within a text for the student to complete when reading
-Miscue Analysis
~Student reads a passage aloud; teacher makes note of ‘miscues’ or mistakes; analyze how it impacts comprehension
Task
It is critical that tasks are differentiated so that they address the skill, concept, or standard to be learned while also allowing the student to learn on his/her level. The teacher can adjust the mode of the task (i.e., student answers orally or in writing) or the level of demands within the task (i.e., higher-level questioning).
What does Mr. Daniels do as a method of treatment for Ally?
Mr. Daniels makes adjustments to the assignments that Ally is required to complete (at first it leads to embarrassment when the substitute points out that Ally doesn’t have to write for the assignment; in the end it leads to motivation as Ally says she doesn’t want to have exceptions made for her). Mr. Daniels teaches Ally strategies for attacking words that are moving and dancing all over the page. He teaches her to focus on the beginning and the end of a word and use clues to figure out what could be in the middle to figure out the word.
Strategic literacy stage
Age/Grade: fifth grade –eighth grade
Characteristic:students begin to develop their own point of view
Characteristic:in writing students are producing elaborate essays
Language Processing
Disorder
-Can negatively affect both receptive and expressive language
-Kids with this disorder may have difficulty attaching meaning to sound groups that form words, sentences,and stories.
Strategic
-Self Report of Strategy Use
~Students are asked about the strategies they use when reading and how often they use each strategy
-Summarization Rubric
~A student summarizes a story and the teacher ‘grades’ the quality of the summary as a measure of comprehension
-Think Aloud Assessment
~Students are asked to ‘think-aloud’ as they complete a rigorous task
Situational Context
The teacher sets up a positive learning environment with student interactions encouraged and supported; the teacher responds to students in a supportive manner regardless of them being right or wrong
doing amazing
sweetie
Complex literacy stage
Age/Grade: high school-college and career
Characteristic:students use multiple sources with multiple perspectives
Characteristic:writing is embedded in more content tasks
Non-verbal Learning Disabilities(NVLD)
and Visual Perceptual/Visual Motor
-Negatively affects a child’s ability to understand nonverbal cues
-Kids with NVLD often have limited coordination along with weaker social skills, but not speaking and writing skills
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-Negatively affects the understanding of information that a person sees, or the ability to draw or copy
-Kids with this disorder often struggle with cutting or holding a pencil
Doing Great
Still doing amazing
Technique
Teachers can utilize specific techniques that best meet individual student’s learning styles and abilities; teachers should use instructional techniques that match the strategies used by each student
Take a break
make some hot chocolate