How people think reading should be taught

•Phonics- One of the most well known methods of English language.

•Children start to begin to learn the alphabet, they learn the names of the letters and how to pronounce the sounds that they make.
•Once they have learnt the sounds of the letters they can then begin to blend two letters together to then make simple words and then eventually move onto three then for then so on.
•Sentences that get the best outcome with pronunciation are for example ‘the cat sat on the mat’.

•The look and say-Children learn  to recognise whole words or short sentences rather than individual sounds.

•When a child looks at a word that we sound ,in return the child will repeat the sound(the word).

•To help flashcards with single words on them are used for this method and often are teamed up with a picture.

•If you do not include pictures the child will make guesses at what the words are and won’t learn from this.

•By having several flashcards you can then make the child group these words to then form a sentence but you include the conjunctions ‘and’ and ‘the’ for order and form to make proper sentences.

• Modern psychologists developed this idea of wrote memorisation. Some children can become weaker readers if they are  forced to read , but with this learning method the teaching skills benefit the children.

•The language experience- This approach uses the child's own words to help them read.

• The child would draw a picture of Dog in the basket/Underneath the picture you write ‘Dog is in the basket’.
•If you continue by collecting the child’s drawings and keep writing short sentences for example a picture of a cat could read ‘ the cat sat on the mat’.
• By letting the child read through these they learn and develop their vocabulary and also increase communication between you and the child.
•The context support- When the child is learning how to read it is really important to pick the right books that interest them by doing this it encourages them to enjoy learning with you.
• There are particular books that are designed for this method of reading , you will find a longer sentence on one side of the page and on the other side has a single or a two or three word  for the child to learn. Whilst you read the longer sentence the child then reads the simpler option.

Little Evie Castle transcript

Overview





Analysing the first sentence identifies the imperatives "come on" (this is also a phrasal verb) and "look". This shows that Evie is in control.

Grandma sets the agenda "now what are you going to do" this is influential power.

Grandma uses positive reinforcement when she praises Evie by using "Very good" this makes Evie feel confident.

There is a change in conversation, Grandma uses an open question "who's in the castle? this exercises and shows of influential power .Grandma chooses when she wants to change the conversation but let's Evie choose just to keep Evie interested.

Grandma uses a reformulation when Evie makes a virtuous sentence error "in square"Grandma tries to correct Evie and then succeeds.After Evie changes the topic to dogs.

Evie says "sit sit sit" this is modelling, she has clearly heard this before from a human to an animal being told to sit down she repeats the word to get it across to Grandma, she is the powerful participant and also uses the phrasal verb "come on" once more. She is confident in this phrase and feels like it must work to get to what she wants.

Evie Transcript

Overview

In this transcript we establish virtuous errors, phonological development and the theorist Chomsky on overgeneralisation. This is normal for Evie as she is in the telegraphic stage .She is the main powerful participant and she we see her developing her social skills. She is becoming comfortable with her speech while her grandma has been very supportive and a prompted guidance of Evie’s language.

 

There is an Instrumental function (Halliday’s theory), Evie”Some more” her language expresses her needs, she wants some more, she is responsive which makes her Grandma understand and on the same level of “small talk” speech; it gets the point across efficiently.

Grandma sets the agenda “how many? count them”, Evie is representative “one two three four five”, this shows she is in proximal development; she has been taught how to count and has responded well. Grandma then uses positive reinforcement “very good” to be supportive and proud that she has counted confidently.

Grandma appears to be the powerful participant so far in the transcript. She uses a declarative to   Evie “go on then you find the bath”. Without Evie responding its her actions that make grandma carry on speaking “oh yeah that’s it” she has corrected Evie and Evie has modelled to what Grandma has said.

 There is humour in the conversation between Evie and Grandma, the subject is Evie is smiling this links into imagination, this is a social skill that is being developed, and Grandma is very supportive.

Evie is in the telegraphic stage, she uses concrete nouns for example “kangaroo” Grandma then asks questions about the kangaroo, by doing this activity grandma is achieving Evie’s positive responses. Evie then further on uses a telegraphic sentence “he to the things” Evie was trying to say the kangaroo was in the house by wanting to say “he’s in there” or “he’s with the things” this is scaffolding and a adult utterance, essentially this is beyond Evie’s learning capacity,this relates to Bruner’s Scaffolding theory.

Evie makes an unclear response “pandip pandip” Grandma is responds with “yeah” this is positive reinforcement, this is to continue with the conversation to then further develop and understand what Evie was trying to say, this is an overgeneralisation (relates to Chomsky's theory).