5 - 3 - Reports on reading, Childbirth A Global Perspective
[ Pobierz całość w formacie PDF ]
Hi.Now we are going to dig into those fourreports which have been set up forministries around the world.As I told you already, in the UnitedStates, one was in Belgium, one was is,in France, and one was ... in the UK.Just to remind you, those four reportsconverge (on) the same conclusion which isthat the key components to learn toread and write are the explicitteaching of phonological awareness andphonemic awareness.Simultaneously, you teachthe grapheme-phonemecorrespondences explicitly.And, if you think about it,both reinforce each other.If you teach phonemic awarenessgiving the symbols, the letters,the grapheme whichcorresponds to this phoneme,is going to enhance the awarenessof these phonemes, and vice versa.So both reinforce each other.That's why it's very importantto teach them simultaneously.Those reports point out to the fact thatother factors may influence reading andwriting, reading development.The ... first study, andit's a quite famous study,often quoted, is the one ofScarborough in 1990 who followed -who tested children ... ... at four,four years and a half, andshe looked at the predictors of readingat six years when they started school.And the best predictors of later readingabilities were phonemic discrimination,auditory short-term memory, letterknowledge, rapid automatized naming.Moreover, the prediction ofthe reading performance ofthe children on the basis of their results... in these tests at four years anda half, was pretty accurate,i.e about 80% of correct classifications.(repeated)Now, other factors also intervene.The opacity of the writing system alsoinfluences the rates of acquisition,the rate of reading acquisition.In 2003, Seymour and collaborators havecompared reading development in noless than 15 languages in Europe.Now what they found is that in English,first graderscan read 34% of words andpseudowords correctly.... ... let's compare this to other languages.In French, 79% of correct responses.In Italian, 95% and in German, 97%.So more transparent languages... ... induce a faster acquisitionof reading and spelling ability,compared to more opaque languageslike French, and English certainly -English, which is ... the most opaque alphabetical language.And we can make a relationshipwith dyslexia because ...the influence of dyslexia,the incidence of dyslexia is bigger inmore opaque languages comparedto transparent languages.So in English ... we quote rate up to between 10 and 15%,and some studies even say more than 15%.In French, usually we say 7 to 10%,and in Italian 2 or3% of the children are dyslexic.So you can see that there is a directrelationship between the degreeof opacity of language ... ... the rateof dyslexia, the incidence of dyslexia.However, there are dyslexics allaround the world, in all languages,this has been shown in many studies,including in the ideographic Chinese.The opacity of the writing systemalso influences ... the kind ofphonological units which are going tobe the most important for the children.Goswami andcollaborators in 1998 looked atthe use of riming units in English,in French, and in Spanish.In English, ... ...(think about English),there are lots of rhyming families,... think abouta word like 'blap' as you (will) see in the film,'clap', 'sap', et cetera.There are less in French,less riming families in French andeven less ... in Spanish.And so what they did, is theycompared the reading of ... ...lists of words containingriming families ornon-rhiming families,mixed up or non-mixed up.And the advantage of the listcontaining riming families was15 to 20% forthe English speaking children,5% for the French readers, and0% for the Spanish readers.So in other words,the rime is a paramountunit linguistic unit,phonological unit, in English.It is less important ... in French where the syllable andthe phoneme are more important.And we also know that for ... ideographic languages like Chinese,it is morpheme awarenesswhich is very important.Now let's dig (into) the report from Ehri andcollaborator which was set up forthe Ministry of Health in the US.They conducted a meta-analysis on38 studies involving kindergarten,first graders, and second graders.So ... they ran a lot ofstatistical analyses to ...have an idea of the size of the effectsof training on literacy performance.And they showed four things.First, systematic teaching ofthe grapheme-phoneme correspondences isis better than any other kind of teaching:whole word, whole language, et cetera.This is especially true fordyslexic children.This is the second finding.The third finding is that ithas stronger effect when it (is)start'ed) early to first graders oreven before that.And the fourth thing is that phonemicawareness trainings impact not only onword identification, butalso on comprehension.Another study conducted by Braibant andGerard examined 450 children in Brussels.They found that the methodsof teaching reading andspelling and writing were goodpredictors of reading performance.And these factors were more importantthan the social-economical background ofthe children.The children taught with phonicsmethods were reading 20%,about 20% better than the childrentaught with ... a global method.And as I mentioned earlier, ... the otherproblem with (the) global method is that itinduces - it interacts with -the social economical background ofthe children,which the phonics method ... does not.I wrote a report together withmy colleagues in 2006 forthe Belgian Ministry of Health on SLI,dyslexia and dyscalculia,SLI being specific language impairment,...The results for dyslexia show thatthe best teaching methods are the onescombining the explicit teachingof phonemic awareness,the explicit teaching of the grapheme-phoneme correspondences.And, this is specific toFrench, the presentation oflonger word split into syllables.Now, as I said already, in English the veryimportant phonological unit is the rime,so dividing words intoonsets in rime can be very,beneficial for English learners.If you think about it,the role of decoding inthe learning of the wordidentification processes is paramount.Indeed, decoding allows (us) toread all the regular words andparts of the irregular words.Think about an irregular words,like 'said';the correspondence between the 's' and... and... and the 'd' are regular.So ... (the) Frenchstudy show(s) that childrenwho score better for pseudoword reading,are the ones who have the same -who have ... the better - overall reading score,which means that when theyunderstand the phonologicaldecoding path - when they usethe phonological decoding path -which is the one you have to use forpseudowords,... you get better scores overall ... for reading abilities.And also, these studies show thatchildren ... make more mistakes ofregularization of irregular words, forexample reading 'said' as 'sayeed'.Those children who (make) more errorslike this at the onset of literacyacquisition are also the ones whoare going to read better later on,which also means that when the childrenunderstand and practice the phonologicaldecoding route, they end upreading better because they storein their long-term memory the phonologicaland orthographical representations of words,which allows (for) the developmentof the direct access route.To conclude, all these internationalreports point out thatthe early teaching of the grapheme-phonemecorrespondences is very important,is the key to successfulliteracy acquisition.And explains why the training ofphonemic awareness is also very important.Such training as you (will) see inthe film should be multi-sensory,ideally with tokens, which ... the children can manipulate.And ... this training (is) particularlybeneficial for children at risk fordyslexia, and for children from alower socio-economical background.But these techniques and tools obviouslyare very good for all the children.
[ Pobierz całość w formacie PDF ]
zanotowane.pldoc.pisz.plpdf.pisz.plstyleman.xlx.pl
|