LITA EKSAMEN OPSOMMINGS
Made up from the study guide, reader and handbook
(Includes activities and answers for shorter questions)
1
D.KRUGER 0761224180
, Study unit 1
Getting ready to read
1.1. The concept of reading.
Research done by Strommen and Mutes (1997)
Although all children vary in stages at different ages, the progression of
understanding of reading concepts are similar in all children
Children often see read as the looking of pictures and is seen as a social routine
rather than a distinct act
Define Language Acquisition
A process which humans acquire the capacity to perceive and comprehend language
as well as to produce and use words and sentences to communicate.
Relationship between vocabulary growth and the environment.
Children come from various contexts and their environments play a big role
Children from professional families heard more words and usually have a
larger vocabulary
Children need to hear more words and interact with a variety of large
vocabulary
“if you can say it you can write it”
Concepts of reading:
1. Social routine rather than distinct act
2. reading is seen as interaction between the person an d the book
3. awareness of print
4. discover that book has a particular story
5. to use multiple strategies
Activities to encourage foundation phase learners’ development of language
1. Word study
Helps to develop language skills and language structures
Includes exploring word meanings and talking about how words are used.
Tasks such as rhyming, counting syllables and deleting syllables
Phonological tasks
2. Reading aloud
A variety of books should be basic staple of the curriculum.
Read alouds provide a model of expert reading and fluency
Immerse children in more formal language of literature and helps them
develop a sense of structure and interaction
3. Re-reading and asking questions
Re-read favorite stories to empower memorizing
Comprehension is tested by asking questions
2
D.KRUGER 0761224180
, 1.2 Sociocultural and other factors that affect reading
Factors that may have an impact on beginning readers
Poverty
Health issues
Nutrition
Homelessness
Frequent moves
Emotional trauma
Neglect
Exposure to books
Hearing and visual problems
1.3. Emergent literacy
Define Emergent literacy
A term used to describe a child’s knowledge of reading and writing skills before they
learn how.
Incidental reading – where everything come together (develop)
Develop the children’s desire to read
Different techniques that seem best suited to Grade R and the early grades.
1. Patterned Books (Individual reading)
Children are able to "read" predictable books with the teacher from the very
first day of school.
The stories are simple and use a repeated pattern.
Some patterned books rhyme, but others do not.
Children develop word and print awareness, gain a sense of sentence and
story structure, increase their vocabularies, learn a few sight words, and
develop their first ideas about fluency.
2. Echo reading (shared reading)
The teacher first reads and discusses a story with the class.
Then she rereads a sentence of two, and the students repeat it using the
same intonations.
A big book or multiple copies of a storybook can be used.
Children have the opportunity to hear the text read correctly before they read
it themselves, which aids early word recognition.
Pointing to the words as they are read helps the children focus on the print
instead of simply relying on auditory memory.
Advantages:
Builds confidence
Models fluency
Establish concept of what word is
Allows them to read
Pointing to words helps them to focus on print
3
D.KRUGER 0761224180
Made up from the study guide, reader and handbook
(Includes activities and answers for shorter questions)
1
D.KRUGER 0761224180
, Study unit 1
Getting ready to read
1.1. The concept of reading.
Research done by Strommen and Mutes (1997)
Although all children vary in stages at different ages, the progression of
understanding of reading concepts are similar in all children
Children often see read as the looking of pictures and is seen as a social routine
rather than a distinct act
Define Language Acquisition
A process which humans acquire the capacity to perceive and comprehend language
as well as to produce and use words and sentences to communicate.
Relationship between vocabulary growth and the environment.
Children come from various contexts and their environments play a big role
Children from professional families heard more words and usually have a
larger vocabulary
Children need to hear more words and interact with a variety of large
vocabulary
“if you can say it you can write it”
Concepts of reading:
1. Social routine rather than distinct act
2. reading is seen as interaction between the person an d the book
3. awareness of print
4. discover that book has a particular story
5. to use multiple strategies
Activities to encourage foundation phase learners’ development of language
1. Word study
Helps to develop language skills and language structures
Includes exploring word meanings and talking about how words are used.
Tasks such as rhyming, counting syllables and deleting syllables
Phonological tasks
2. Reading aloud
A variety of books should be basic staple of the curriculum.
Read alouds provide a model of expert reading and fluency
Immerse children in more formal language of literature and helps them
develop a sense of structure and interaction
3. Re-reading and asking questions
Re-read favorite stories to empower memorizing
Comprehension is tested by asking questions
2
D.KRUGER 0761224180
, 1.2 Sociocultural and other factors that affect reading
Factors that may have an impact on beginning readers
Poverty
Health issues
Nutrition
Homelessness
Frequent moves
Emotional trauma
Neglect
Exposure to books
Hearing and visual problems
1.3. Emergent literacy
Define Emergent literacy
A term used to describe a child’s knowledge of reading and writing skills before they
learn how.
Incidental reading – where everything come together (develop)
Develop the children’s desire to read
Different techniques that seem best suited to Grade R and the early grades.
1. Patterned Books (Individual reading)
Children are able to "read" predictable books with the teacher from the very
first day of school.
The stories are simple and use a repeated pattern.
Some patterned books rhyme, but others do not.
Children develop word and print awareness, gain a sense of sentence and
story structure, increase their vocabularies, learn a few sight words, and
develop their first ideas about fluency.
2. Echo reading (shared reading)
The teacher first reads and discusses a story with the class.
Then she rereads a sentence of two, and the students repeat it using the
same intonations.
A big book or multiple copies of a storybook can be used.
Children have the opportunity to hear the text read correctly before they read
it themselves, which aids early word recognition.
Pointing to the words as they are read helps the children focus on the print
instead of simply relying on auditory memory.
Advantages:
Builds confidence
Models fluency
Establish concept of what word is
Allows them to read
Pointing to words helps them to focus on print
3
D.KRUGER 0761224180
