• Meaning is construed by the interaction of words/sentences with person meanings and experiences
• Basic level, decoding is important (which is why phonological awareness is so important at this time)
• During critical literacy, a reader actively interprets, analyzes, synthesizes information and is able to explain the content.
• Reader bridges gap between what is written and what is meant

• reader is able to relate context to other knowledge
• relating information across multiple texts, comparing and contrasting, integrating and using ideas for problem raising and solving

• self-regulation including the ability to attend, set goals, plan/organization goal achievement, initiate, monitor, and evaluate one's performance in relation to the goal, and to revise plans/strategies based on feedback
• During reading, the efficient reader uses self-regulation
• Speech changes with the difficulty of the material (reader makes hypotheses, predictions, and confirms or does not cifmr the predictions/hypotheses)

• The use of visual modes of communication, specifically reading and writing.
• More than letters/sounds
• Encompasses language--academic and cognitive processes, including thinking, memory, problem solving, planning, and execution
• Varied from spoken word: lacks give-take, more permanent, lacks the paralinguistic features of speech, has its own vocab and grammar, and processed in a different manner
• Influenced by parents, some oral indicators strengths are indicators for later literacy development/skills (ie AA preschoolers that use complex syntax in speech result in better reading comprehension abilities)
• Affected by genetic and environmental factors (but genetics plays a bigger role in the early speech/reading)

knowledge about knowledge and about cognitive process

Two aspects are important for reading: self-appraisal or knowledge of one's own cognitive processes and how you are using them and executive function (self0regulation including the ability to attend, set goals, plan/organization goal achievement, initiate, monitor, and evaluate one's performance in relation to the goal, and to revise plans/strategies based on feedback)

• necessary for phonological awareness
• the ability to manipulate sounds, such as blending sounds to create new words or segmenting words into sounds.

• necessary for decoding
• knowledge of sounds and syllables and of the sound structure of words
• includes phonemic awareness
• related to better reading
• consists of many skills like syllabication (breaking down into syllables), phoneme identification, alliteration, rhyming,, segmentation, and blending (not all are considered important for reading

• By age 3, children are familiar with books and can recognize their favorite books.
• In book sharing, they gain print awareness, such as knowing the direction in which reading proceeds across a page and through a book, being interested in print, and recognizing some letters.
• The child with eventually learn that words are units
• children may be able to recognize letter, word, sentence (can you tell me a letter, can you tell me a word)
• THINK ABOUT READING ASSESSMENTS WITH CHILDREN
• Children may recognize some sight words

Decontextualized (not discussing the here/now)

• Decoding (breaking words into sounds, then blending)
• Words then interpreted based on grammar, word meanings, and context.
• Interaction between the print on the page/linguistic and conceptual information brought to the task by a child.
• Phonological skills needed for decoding, syntax, morphology, semantics, and pragmatics are used for comprehension
• Comprehension requires the active reader to be concerned with self-monitoring, semantic organization, summarization, interpretation, mental imagery, connection with prior knowledge, and metacognition or knowledge about knowledge.
• Child looks at print...splits into spelling (orthography) and sound (phonology) to understanding the lexical (words), then words are looked at in terms of syntax (what part of speech are they?) semantics (what are the definitions of the word) and context (how is it being used here) which leads to text interpretation and depends on linguistic knowledge (word knowledge) and world knowledge (experience) 
• Goes from Decoding to critical literacy to dynamic literacy (SEE ALL CARDS WITH THESE TERMS)
• In reading, comprehension is composed of text and reader's mental model (consisting of words from text and reader's experience)
• top/down bottom/up processes occur in a parallel fashion
• Reading starts out oral/auditorily then mature, silent readers are able to sample enough of a word to confirm hypothesis

• THINK BALANCED LITERACY
• Bottom-up starts at the letter/word level..reading is translating written elements into speech. (emphasizes lower-level perceptual and phonemic processes and their influence on higher cognitive functioning. Child depends on orthography and segments or divides each word into phonemic elements and learn the alphabetic code that corresponds.
• Top-down processing in skilled readers, printed words are represented only briefly for processing. AUtomatic and usually below the level of consciousness, each word is represented for less than one-quarter of a second while the brain retrieves all information about that word. language/word processing are used to derive an understanding of the text and monitored automatically to ensure that the information makes sense. Higher-skilled/higher-functions required

• Begins with literacy activities between child and caregiver
• toddler/caregiver may discuss the book in a conversational tone
• reading the story is secondary in the conversational process
• Literacy can also be developed through tv, activities/such as using a cookbook/tv schedule, paying bills. A child learns that letters convey meaning
• In the pre-reading phase, children begin to develop awareness of print and sounds while gradually learning to make associations between the two.
• ------------------------------------
• WRITING:
• varied from spoken language/no audience present to know who to write for
• At first, students' speech and writing structure are close but children display maturity in the written. Then as it becomes more automatic, grammar in writing exceeds that in speech.
• By age 9, writing is free of many of the features of speech and becomes more mature than speech. (includes embedded phrases/clauses, more prepositional phrases/adverbial phrases)
• Consists of text construction (process of going from ideas to written texts of words and sentences that support the ideas of the writer), handwriting, spelling, executive function, and memory
• As with reading, they spend a lot of time initially focused on the basic, bottom level of the skill (forming letters, figuring out which letters go where to make the sound they are looking for) and then it becomes more accurate and automatic over time

self-taught using trial/error approach

rely on combination of memory, spelling/reading experience; phonological, semantic, and morphological knowledge, orthographic knowledge, and mental grapheme representations; and analogy

• metalinguistic skills and oral language are good indicators of a child's potential for success in reading/writing
• Metalinguistic skills enable a child to decontextualize and segment linguistic material
• Early segmentation skills, reading, spelling
• half of kindergartners and 90% of first-graders are able to segment words into syllables
• by the end of first grade, 70% of children can segment by phoneme
• Sound awareness is important and can correlate with later success in reading

• Children first commit words/sounds holistically in their long-term memory. As a vocabulary grows, memory becomes crowded
• similar-sounding words become confused, so the brain break words into syllables/phonemes, which is the basis for phonological awareness
• Pre-school: phonological representation of a word committed holistically to memory
• kindergarten, a child develops phonological awareness and is able to segment words by syllable/phoneme...letter id starts here, too
• letter id with phonological awareness--->word reading
• As the child gets older, phonetic decoding plays less of a role and phonological awareness plays a larger role

• makes predictions from syntactic and semantic cues
• lower-level skills are automatic and therefore, the brain has the ability to focus on higher-level skills/thinking

• Initial slow learning of reading is caused by lack of correspondence between English speech sounds and letters
• ghoti (enou'gh' w'o'men na'ti'on)=fish
• letters are abstractions that can only be mastered by continual exposure to phonemic patterns in ENglish
• Reading is a parallel process with checks, balances, synthesis. processes are interactive, and relative reliance on each varies with the material being read and the skill of the reader.
• Children with a rich home literacy environment and print media have better phoneme awareness, letter knowledge, and vocabulary
• As the child matures, he or she is able to apply more grammar knowledge than before. Morphology may allow students to read all portions of a word and to use their knowledge of word parts in interpretation.
• Morphological awareness importance grows from 3-6grade in reading
• Segmental details (arrangement of sound/letter sequences) becomes more important
• Semantics is important in word decoding

• summarizing, making judgments/comparisons, predicting, and explaining.
• Parents may step outside of the text to help child with deeper/more connected meaning

• Children treat writing separate from reading, but they do associate picture drawing with writing.

• long, slow process
• preliterate phase starts as scribbles and rawings with occassional letters
• then children use phoneme-grapheme knowledge along with letter names
• then they become aware of conventional spelling and analyze a word into sounds and letter.
• in between is the use of invented spelling (letter names for spelling, one letter may represent a group of sounds and children may have difficulty separating words into phonemes
• through school instruction, a more conventional system is adopted and spacing, sequencing, various ways to represent phonemes and the morpheme-grapheme relationship
• Word by word--->generalized spelling rules transferred into long-term memory capacity freeing the mind for other writing tasks