Environment COMD 2500 Chapter 8

Beginning 8-10 years old

Spans from birth until the beginning of formal education, developments in oral language, print awareness, phonological awareness

Age 5-7 years olf (K thru 1st grade)
Children begin to decode words by associating letters with corresponding sounds in spoken words.
3 phases:
1) Make word substitution errors when they read in which the substituted word is semantically and syntactically probable (i.e. The dog is barking for The dog is growling)
2) Make word substitution errors in which the substituted word has a graphic resemblance to the original printed word but does NOT make sense semantically (i.e. The dog is growling as the The dog is green.)
3) Make word substitution errors in which the substituted word has a graphic resemblance to the original printed word but also semantically acceptable. (i.e. The dog is growling as The dog is growing)

2nd-3rd grade, 7-8 years old
Hone decoding skills from Stage 1.
Become proficient with high-frequency words and use the redundancies of language to gain fluency and speed in reading. Children gradually transition from learning to read to reading to learn.

Refers to reading that is efficient, well paced and free of errors.

Grade 4 to Grade 8 or 9, 9-14 years old
Children learn to read to gain new info and are solidly reading to learn by the end of this stage.
2 phases:
Phase 3A (Grades 4-6, 9-11 years) children develop the ability to read beyond egocentric purposes so that they can read about and learn conventional info about the world. By the end of this phase, can read works of typical adult length, but not adult level of difficulty.
Phase 3B (Grades 7-8 or 9, 12-14 years) children can read on a general adult level.

Contains culturally familiar content about animals, foods, events, activities and experiences.

3 advantages:
1) children can read about something that sparks their interest
2) students can demonstrate their intelligence by providing new knowledge to their peers and relating their personal experiences to class
3) this strategy allows students to identify with text, react to text and connect text to their prior knowledge

14-18 years

Students learn to handle increasingly difficult concepts and the texts that describe them. Most important difference between stage 3 and 4 is children can consider multiple viewpoints in stage 4. Stage 4 necessarily builds on the knowledge in Stage 3. Need background knowledge to read more difficult texts with multiples sets of facts, theories and viewpoints.

Ages 18+
Readers read selectively to suit their purposes. Reading selectively involves knowing which portions of the text to read. Readers make judgments about what to read, how much to read, in what level of detail to achieve comprehension. Use advanced cognitive processes, such as analysis, synthesis, and prediction, to construct meaning from text.

The ability to think about and analyze language as an object of attention

The child must attend to the individual speech sounds in syllables and words

(usually not mastered until K or 1st grade)

Children's sensitivity to the sound structure of words

Kindergarten or 1st grade (5-6 years)

Kindergarten or 1st grade

2nd grade (around age 7 years)