Full Answer Section

Slide 2: Stages of Reading Development

• Emergent readers (birth-5 years old): Explore books, develop phonemic awareness, begin to recognize letters and sounds.
• Beginning readers (5-7 years old): Decode words, build sight word vocabulary, develop fluency.
• Fluent readers (7-9 years old): Read with automaticity, comprehend text meaning, expand vocabulary.
• Advanced readers (9+ years old): Analyze and critique text, engage with complex ideas, develop lifelong reading habits.

Speaker Notes:

Reading development is a gradual process unfolding over several years. Each stage brings new challenges and opportunities for growth. Understanding these stages will help us tailor instruction to meet the unique needs of each learner.

Slide 3: Stages of Writing Development

• Prewriting (birth-4 years old): Scribble, draw, explore writing tools, experiment with sounds and symbols.
• Early writing (4-6 years old): Begin to form letters, write simple words and sentences, focus on expression and communication.
• Transitional writing (6-8 years old): Understand sound-symbol relationships, write grammatically correct sentences, focus on organization and clarity.
• Fluent writing (8+ years old): Write with ease and purpose, express ideas effectively, adapt writing style to different audiences.

Speaker Notes:

Writing, like reading, develops in stages. Recognizing these stages helps us provide targeted instruction to support young writers in their journey towards effective communication.

Slide 4: English Language Systems and Literacy

• Phonology: Sound system of language (e.g., understanding individual sounds in words)
• Morphology: Word structure (e.g., prefixes, suffixes, root words)
• Syntax: Sentence structure and grammar rules
• Semantics: Meaning of words and phrases
• Pragmatics: Language use in context (e.g., using appropriate tone and formality)

Speaker Notes:

These interconnected systems form the foundation of literacy. Mastering each system empowers learners to decode, comprehend, and produce meaningful written communication.

Slide 5: The Simple View of Reading (SVR)

• Key Components: Decoding (word recognition) and Language Comprehension (understanding meaning)
• Phases: Learners progress from being strong in one component while developing the other, eventually achieving automaticity in both.

Speaker Notes:

The SVR emphasizes the balance between decoding and comprehension. It highlights that reading difficulties can stem from weaknesses in either area.

Image: A diagram illustrating the SVR with Decoding and Language Comprehension as circles connected by arrows.

Slide 6: Scarborough’s Reading Rope

• Key Components: Five strands: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
• Phases: Strands are developed simultaneously and interact to create proficient reading.

Speaker Notes:

The Reading Rope visualizes reading as a complex interplay of multiple skills. Strengthening each strand is crucial for building strong reading abilities.

Image: A rope with five strands labeled Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

Slide 7: Four-Part Processor Model

• Key Components: Visual Processing, Phonological Processing, Lexical Processing, Semantic Processing
• Phases: Information flows through each processor, culminating in comprehension.

Speaker Notes:

This model emphasizes the cognitive processes involved in reading. Understanding how information is processed helps us identify potential roadblocks and design effective interventions.

Image: A diagram with four boxes labeled Visual Processing, Phonological Processing, Lexical Processing, and Semantic Processing, connected by arrows.

Slide 8: Carol Tolman’s Hourglass

• Key Components: Two sides: Decoding (bottom) and Comprehension (top)
• Phases: Learners move through the hourglass, building skills on both sides until they meet at the top (fluent reading with comprehension).

Speaker Notes:

The Hourglass emphasizes the integration of decoding and comprehension throughout reading development. Both sides must be supported for balanced literacy growth.