PROBLEM 2: READING
TRANSITION TO READIN G
Initially, children are pre-readers with little or no skill in decoding words. Then, Linnea Ehri suggest that
children typically move next into what she calls a partial alphabetic phase, and finally on to full and
consolidated alphabetic phases, in which they use systematic phonemic decoding. The phases are:
Pre-alphabetic phase: alphabetic knowledge is not used at all to read words. They can’t read any print
materials removed from context and pay little attention to the graphic cues. For example, they can
“read” a McDonalds sign because they know what the yellow M have associated what it stands for.
If the sign would read McYoldans and still have the yellow M they wouldn’t be able to perceive the
alternation.
Partial alphabetic phase or phonetic cue reading: Children begin to process letter-sound relations
and to use phonetic cues. Their processing is only partial since they read words by forming and storing
associations between only some, but not all, of the letters in word’s spellings and their sounds in
pronunciation. For example, a child would write the word “giraffe” as “jrf”
Full alphabetic phase: can learn new words by making complete connections between letters in
spelling and phonemes in pronunciation. Children understand the alphabetic principle because they
have learned the alphabet (sounds and letters).
Consolidated phase: the skills of sound-letter relationship continue to develop into larger units. For
example, a child can learn the word printing better because it is composed of 2 separate letter sound
(print and –ing)
Decoding and beginning reading: the kid is in this stage when he/she has acquired the essential
reading skills. They have learned to use their knowledge about spoken language to decode print.
COGNITIVE PROCESSES INVOLVED IN READING A WORD
1. PHONOLOGICAL AWARENE SS
Phonological awareness is the ability to recognize that words are made up of component sounds. Students
are classified as phonologically aware if they are able to break a spoken words such as “cat” into three
constituent sounds. An alternative teste of phoneme segmentation is to ask students to tap out the number
sounds in a spoken word. Other common tests include phoneme isolation (Tell me the first sound in paste),
phoneme identity (Tell me the sounds that is the same in bike, boy, and bell), phoneme categorization (Tell
me which word doesn’t belong to bus, bun, rug), phoneme blending (ability to combine sounds), and phoneme
substitution (For ball, change the b to k). All test of phonological awareness involve spoken words and sounds
and never involve printed words or letters. Phonological awareness tends to develop in children in the years
leading up to the primary grades (4-6 years old).
Phonological awareness is a prerequisite for learning to read so that students who lack skills in this area are
likely to have difficulty learning to read; phonological awareness hypothesis. Two predictions of the
phonological awareness hypothesis:
Comparing groups of good and poor readers, the phonological awareness hypothesis predicts that
students who have difficulty in reading tend to have difficulty on test of phonological awareness
TRANSITION TO READIN G
Initially, children are pre-readers with little or no skill in decoding words. Then, Linnea Ehri suggest that
children typically move next into what she calls a partial alphabetic phase, and finally on to full and
consolidated alphabetic phases, in which they use systematic phonemic decoding. The phases are:
Pre-alphabetic phase: alphabetic knowledge is not used at all to read words. They can’t read any print
materials removed from context and pay little attention to the graphic cues. For example, they can
“read” a McDonalds sign because they know what the yellow M have associated what it stands for.
If the sign would read McYoldans and still have the yellow M they wouldn’t be able to perceive the
alternation.
Partial alphabetic phase or phonetic cue reading: Children begin to process letter-sound relations
and to use phonetic cues. Their processing is only partial since they read words by forming and storing
associations between only some, but not all, of the letters in word’s spellings and their sounds in
pronunciation. For example, a child would write the word “giraffe” as “jrf”
Full alphabetic phase: can learn new words by making complete connections between letters in
spelling and phonemes in pronunciation. Children understand the alphabetic principle because they
have learned the alphabet (sounds and letters).
Consolidated phase: the skills of sound-letter relationship continue to develop into larger units. For
example, a child can learn the word printing better because it is composed of 2 separate letter sound
(print and –ing)
Decoding and beginning reading: the kid is in this stage when he/she has acquired the essential
reading skills. They have learned to use their knowledge about spoken language to decode print.
COGNITIVE PROCESSES INVOLVED IN READING A WORD
1. PHONOLOGICAL AWARENE SS
Phonological awareness is the ability to recognize that words are made up of component sounds. Students
are classified as phonologically aware if they are able to break a spoken words such as “cat” into three
constituent sounds. An alternative teste of phoneme segmentation is to ask students to tap out the number
sounds in a spoken word. Other common tests include phoneme isolation (Tell me the first sound in paste),
phoneme identity (Tell me the sounds that is the same in bike, boy, and bell), phoneme categorization (Tell
me which word doesn’t belong to bus, bun, rug), phoneme blending (ability to combine sounds), and phoneme
substitution (For ball, change the b to k). All test of phonological awareness involve spoken words and sounds
and never involve printed words or letters. Phonological awareness tends to develop in children in the years
leading up to the primary grades (4-6 years old).
Phonological awareness is a prerequisite for learning to read so that students who lack skills in this area are
likely to have difficulty learning to read; phonological awareness hypothesis. Two predictions of the
phonological awareness hypothesis:
Comparing groups of good and poor readers, the phonological awareness hypothesis predicts that
students who have difficulty in reading tend to have difficulty on test of phonological awareness
