Media Text Do's & Dont's

Media text from amymyersmedia

Chall's Reading Stages

-         Stage 0: Prereading – birth age 6

o        children master many prerequisites for reading at this stage:

o       Identifies a few letters of the alphabet, prints name, read a few words, has knowledge about books

-         Stage 1: Initial reading – age 6-7

o       Children acquire phonological recoding skill – ability to translate letters into sounds and to blend the sounds together to form words - /m/-/a/-/t/ = mat

o       Finish learning letters and sounds, begin reading simple texts

-         Stage 2: Confirmation Fluency  - age 7-8

o       Begin to read fluently, focus is on identifying individual words more quickly, become automatic in reading familiar texts

o       Reading is not focused on gaining new information or learning from reading, but is used to gain control of reading – read fluently and quickly decode words

-         Stage 3: Reading to Learning New Information– age 8-14

o       Reads to learn - children become capable of obtaining new information from print -  use reading as a tool to acquire new knowledge

o       Growing importance of word meaning, prior knowledge, and strategic knowledge

o       Children have a singular viewpoint when reading

o       Example: child goes to the zoo and sees a Siberian Tiger

-         Stage 4: Multiple Viewpoints – age 14-18

o       Reads material from multiple viewpoints

o       Improve their ability to think critically about what they read with a deeper understanding of the information

o       Example: understanding subjects such as history or politics

-         Stage 5: Construction and Reconstruction – age 18+

o       Forms knowledge from reading on a higher level of abstraction

o       Able to construct their own viewpoint of what they have read and critically analyze the viewpoints of others

o       Example: able to read information on the development of object permanence and construct their own views on this subject

English Presentation Video

Kroll's Stages

Preparatory stage

ages 0-6
the child masters the physical skills needed for writing and have an understanding of the basic principles

 

Consolidation stage

ages 6-8
writing reflects spoken language and contains colloquialisms. Sentences are short, declarative, grammatically incomplete, or simple conjunctions (eg. and, so, then) used to link longer sentences

 

Differentiation stage

ages 8-mid teens
There's an awareness of the differences between writing and speech. Children have confidence in grammatical structures and sentences become more complex, with sophisticated connectives used

 

Integration stage

mid teens onwards
A 'personal voice' is developed and a writing style is adopted confidently.

Piaget

Jean Piaget (1896-1980) was a biologist who originally studied molluscs (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.

His view of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. His research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigators, his importance comes from his overall vision.

He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum. Whether or not should be the case is a different matter.

Presentation

Noam Chomsky

Noam Chomsky -

Institute Professor & Professor of Linguistics (Emeritus)
Linguistic Theory, Syntax, Semantics, Philosophy of Language.

He wrote many linguistic articles including:

• "Morphophonemics of Modern Hebrew." Master's thesis, University of Pennsylvania,1951.

• "Systems of Syntactic Analysis." September 1953

• Review of Modern Hebrew (January - March 1954)

• “Logical Syntax and Semantics: Their Linguistic Relevance.”

Noam Chomsky was born on December 7, 1928 in Philadelphia, Pennsylvania. His undergraduate and graduate years were spent at the University of Pennsylvania where he received his PhD in linguistics in 1955. During the years 1951 to 1955, Chomsky was a Junior Fellow of the Harvard University Society of Fellows. While a Junior Fellow he completed his doctoral dissertation entitled, "Transformational Analysis." The major theoretical viewpoints of the dissertation appeared in the monograph Syntactic Structure, which was published in 1957. This formed part of a more extensive work, The Logical Structure of Linguistic Theory, circulated in mimeograph in 1955 and published in 1975.

Chomsky argued that children will never acquire the tools needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on language input alone. Consequently, he proposed the theory of Universal Grammar: an idea of innate, biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults.

Universal Grammar is considered to contain all the grammatical information needed to combine these categories, e.g. noun and verb, into phrases. The child’s task is just to learn the words of her language (Ambridge & Lieven). For example, according to the Universal Grammar account, children instinctively know how to combine a noun (e.g. a boy) and a verb (to eat) into a meaningful, correct phrase (A boy eats).
This Chomskian (1965) approach to language acquisition has inspired hundreds of scholars to investigate the nature of these assumed grammatical categories and the research is still ongoing.

 

(January-March 1955).