Early reading development

Early indicant developmentThe stages of premature ushering development begin with teach ph iodinemes and graphemes and from this intelligence of various record books of the incline diction.The sequence of program line phonic familiarity and skills should be such that clawren should turn in ein truth opportunity to acquire rapidly the requirement phonic knowledge and skills to contract independentlyRose (2006), Independent review of the educational activity of early discipline, paragraph 86, paginate 28.The modelling below demonstrates the mechanism for early forge acknowledgement by apply phonic rules of speech and the retrospection of know nomenclature. However, as I often observe in class, pupils can memorise words but ar often unaware of their meaning and so cannot fully comprehend or absorb knowledge from a text.( touchs to Q10)Children slant to develop intuition skills by first building an expansive style of words and their meanings done repeated expo reliable (visual or auditory) to a roomy range of words. By concord words in circumstance with one another the reader can understand the meaning of the text.Comprehension occurs as the listener builds a mental representation of the information suffered within the language that a discourseer is victimisation the listeners general knowledge and level of cognitive development will wee a bearing on the comprehension of the message. To generate an accurate mental representation the listener has to transit the language and the concepts.Rose (2006), Independent review of the dogma of early yarn, paragraph 61, knave 88In 1998 the Searchlights Model describing translation was introduced as a musical mode of explaining how a reader processes and comes to comprehend a text. The Searchlights model was incorporated into the matter Learning Strategies good example (relates to Q3 and Q15) and designed to provide a simplified manner to understand the program line of study. I t formed the basis for much of the theory of exercise which was to follow.Rose (2006), Independent review of the teaching of early variant, paragraph 2, page 73The model indicates that a text is read by drop of quadruplet areas of knowledge which act as searchlights to illuminate the text. However, the model indicated that only searchlights were of equal use and deficiency in one area would be compensated for by ability in another. Later recoupings indicate that twain good language understanding and accurate word recognition are required if a reader is to understand the text. carcasss model builds on and modifies the Searchlight model by identifying the four cues required for comprehension as phonological (the give-up the ghost of the oral language), syntactic (sentence order), visual (graphemes, orthography, format and lay stunned) and semantic (text meaning) (Clay, 1985 Clay and Cazden, 1990). Clay highlights that each of these cues are necessary to facilitate reading and understanding of text. cracking readers have developed a number of strategies which focus on unlocking meaning of the text whilst poor readers have very few strategies to cope and they bleed to have a lack of integration with the text.With the aid of an increasing pot of research into the cognitive processes of reading, the Simple View of Reading indicates the most recent description of understanding of a text.There are two necessary components which must(prenominal)(prenominal) be fulfilled to allow a child to readWord Recognition (including understanding and pronunciation of words) andLanguage Comprehension (including understanding sentences and texts)The two elements are interdependent and often facilitate the other e.g. word recognition does not guarantee understanding of those words (ergo nor the text), whilst comprehension is ineffectual without word recognition. Understanding sentences then provides the reader with context to recognise words which follow and subsequent ly the meaning of the text. The two components of reading have four outcomes in this model by Gough and Tunmer 1986.Rose (2006), Independent review of the teaching of early reading, paragraph 31, page 81This simple view of reading serve wells teachers to understand where there students are on the model and what strategies need to be applied to increase their capabilities in either or both areas to help oneself them become good readers.To develop word recognition skills the teaching of phonics is definitive. celluloid phonics is taught because our written system is alphabetic, so to be able to read you must first learn the alphabet and the single or combination of letter uprights (spoken letters undecomposed). Children should then learn how to (i) segment words into their component sound to enable spelling and understand the meaning of words and (ii) the complementary process of blending sounds to read words in a process cognise as synthesis. Success here is calorie-freely im pacted by the childs recognition and understanding of the letters of the English alphabet and their corresponding pronunciation as a sound.It is equally important to teach and repeat high absolute frequency words which cannot be sounded-out using phonics this allows the word to enter the sight memory word bank.To develop language skills, the outflank ways are through speaking and listening activities, so that students have an opportunity to hear and speak words and understand their meaning in the context of the discussion, increasing their mental lexicon and language skills.Considering the above, the Rose review 2006 provides a number of recommendations for best bore in teaching children to read which can be categorised into 5 main area (relates to Q14,15), as followsBest practiceThe national strategies framework sets out guidance for the development of childrens speaking and listening skills and should be employ as a guide for best practice should be pass judgment in the teach ing of early reading and synthetic phonics. Quality teaching of phonics would enable the student to develop the ability to decode and encode which is faultfinding to reading and writing/spelling. Phonics work should be cross-curricular using all the strands speaking, listening, reading and writing. Cross curricular phonics teaching also aids students in accumulating a greater stock of words. The teacher must be able to survey progress and react accordingly to maximise the development of each child as an individual with individual needs.The Early Years Foundation arrange.Parents should be pull aheadd to read with their child before their child enters EYFS. Phonics should be taught from the age of five and should be a multi-sensory approach which captures pupils interests, is delivered in a motivating way by a competent pedagogue opened of reinforcing learning. Greater significance should be placed on word recognition and language comprehension as the key components of learning t o read (as a development of the Searchlights model). The EYFS and the National Literacy Framework must work together to make water a progressive continuous programme for delivery of phonics which is transportable throughout all years.Intervention if a child struggles to read, including those with SEN.If a child is experiencing reading difficulties, it is important to check whether they have a sight or tryout problem which makes learning more complex.Provision of intervention should follow the infixed National Strategy three gesticulate model for students with literacy difficulties. The first wave involves in effect(p) inclusion of all students with quality first teaching peculiarly in phonics, wave 2 covers bare intervention to make sure that the student is working at age related expectations with small conclave intense phonics groups, wave 3 individual interventions make sure that students with extra needs are accommodated e.g. school action and school action plus. It is i mportant to ensure that pupils are not excluded from the main learning goals and progress make during intervention sessions is maintained.Strong leadership and management should be provided in tandem with high supply competency, in terms of subject knowledge and skills.Head-teachers and staff should make sure that phonics is given up a priority within the cooking for early teaching to read staff training should be congruous with this ethos. Staff training must make sure that the phonics programme is delivered to a high standard. To aid this, a head of literacy with specialised knowledge would be beneficial. Passing on knowledge in this way improves phonics teaching overall, is greet effective (due to a dilution of course costs) and allows a specific individual to proctor for consistency of phonics teaching.Those who manage the school should be responsible for instilling an effective continual professional development programme for all staff. With phonics in soul they should o versee the consistency of phonics delivery and provide feedback to improve practice. Management must also monitor pupil progress and instil teaching insurance policy which benefits all pupils by ensuring that they are able to achieve realistic learning goals.Furthermore, Rose suggests that initial teacher training should provide a monstrance of the need to focus on early-years phonics to bring about reading.When observing phonics in my base school I have found that children are sorted by ability for all sessions, with smaller intense groups provided for EAL children. The programning and teaching is undertaken in line with the Letters and Sounds resources in the following way (relates to Q25) first off you review and revisit the previous weeks letters and sounds to ensure retention sometimes the teacher will review the first 100 words using flashcards which the children race to read as legion(predicate) as they can in a minute.Next a new sound is taught, the teacher models how to salve the sound and explains the phoneme family (other letter combinations with the same phonetic sound).Practise the new sound by first modelling the writing of a word using the subject sound and then instructing children to write different words which contain that sound.Applying the sound just learned, the teacher writes a sentence (normally something funny) which pupils are asked to read and write their own if time allows. This provides an understanding of the word in context (process two of Simple View of Reading).To bring about word recognition and comprehension the key features of the Simple View of Reading I have notice a number of methods in schoolChildren are given reading books to take home and practise reading with parents comprehension and reading accuracy are checked before a child is allowed to replace their book. Children are also encouraged to activity use the library deftness to take home an extra book they wish to read themselves. This is to encourage them t o foster the attitude that being able to read brings many benefits.casual phonics lessons, taught according to the method described above.Children are given spellings to learn which relate to the phonics they are learning about.Guided reading groups are done regularly to teach the children how to decode and comprehend texts.The children are encouraged to sound out words to find the phonemes when spelling and reading.I have observed many sessions of phonics teaching which have been taught well by effective teachers. This has had a clear benefit to the children being taught and will allow them to become competent readers, an essential skill for success as an adult and fulfilment of the ECM goals which I should strive to satisfy for all pupils in my care. I will cat on the high quality teaching I have observed to provide such quality teaching. The simple view of reading provides a clear framework for success in teaching children to read. Considering Gough and Tunmers (1986) model in relation to a childs ability will allow me to modify my teaching to the needs of each child (relates to Q29). An on-going commitment to understanding research into the best ways for children to learn, and its effect upon best practice, will allow me to deliver teaching which caters for pupils for whom I am responsible. Unfortunately there has not been any distinction from the current government regarding their opinion of and for Literacy teaching. With this in mind, I will filter on with the phonics that I have started to teach.It is clear that I must plan Literacy sessions to include phonics lessons and build on the early learning provided by EYFS teachers. This should be undertaken in collaboration with parents as it is clear that reading from a very early age is most influential upon the childs ability to understand and pick up new knowledge i.e. a successful reader will find future learning easier. My planning and delivery must harness this ethos and the benefits of reading b e highlighted to pupils. To allow pupils to gain this benefit, I must create an milieu in which I can deliver content in an enkindle way which captures the interest of pupils. This environment should also foster a accept feedback (relates to Q27) process to allow children to highlight areas where they are struggling and know that help will be provided learning is best undertaken as a cooperative process by all involved.Bibliography and Reference listClay, Marie M. (1985). The Early maculation of Reading Difficulties. Third Edition. Portsmouth, NH Heinemann. (ED 263 529)Clay, M., Cazden, C. (1992). A Vygotskian interpretation of reading recovery. In L.C. moll (Ed.), Vygotsky and education Instructional implications and applications of socio-historical psychology (pp. 206-222). New York Cambridge University Press.Gough, P. B. Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and peculiar(a) fostering, 7, 6-10.Rose, J (2006). Independent Review of the Teaching of Early Reading. Annesley Department for Education and Skills.