CLA : Reading 

Methods 

Phonics; phonics is a systematic approach to teaching children the sounds that make up words.Words are broken down into the sounds they're made up from and then these sounds are 'blended' together to make the word.
So, for example, with 'dog', children learn the sounds the letters d,o, and g make separately and then how they blend to say 'dog'.
Note that it's the sounds the letters make that are important at this stage and not the letter names (i.e. not 'ay', 'bee' as in the alphabet song etc).
Phonics also helps children spell as they can hear the sounds in a word and then translate them back into the letters needed.

An alphabet table using each letter sound.

a ape	a antelope	a armadillo	b bear	c civet	c cat	d deer
e emu	e elephant	f fox	g gerbil	g goldfish	h hippo	i ibis
i inchworm	j jaguar	k kangaroo	l lizard	m monkey	n nightingale	o okapi
o ostrich	p peacock	q quail	r rabbit	s snake	t tiger	u unicorn
u umbrella bird	v vole	w walrus	x ox	y butterfly	y yak	z zebra

Using symbols on top of the following letters will simplify the letter sounds.

The Look and Say Method; With the 'look and say' method children learn to recognize whole words or sentences rather than individual sounds. Children  will look at a word which you sound, and in turn will repeat the sound (the word). Flashcards with individual words written on them are used for this method often accompanied with a related picture.It is also recommended with this method to use whole short sentences rather than individual words. Write a short sentence representing the picture displayed. Say the sentence and ask the child to repeat it while pointing and looking at each individual word as he/she repeats what you said.

By making word cards you can create different sentences again and again. You can use each word card first to learn individual words and then laying the word cards together to form a sentence. You may need to make several word cards using the same word;  e.g. the  -  and   in order to form proper sentences.

The Language Experience Approach; This particular method actually uses children's own words to help them read. They may draw a picture of Dad in the car. In that case you would write underneath the drawing;Dad is in the car. A picture of a playground would read; We went to the park or playground. A picture of a cat could read; The cat sat on the mat. A picture of walking the dog could read; Mum walks the dog to the park.

Views

David Reedy, UK Literacy Association

The teaching of reading should encompass a balance of teaching strategies including a systematic approach to phonics and other word reading strategies, and a significant emphasis on children experiencing a wide range of texts, including moving image and digital - all available to read from the very beginning.

Phonics teaching is an important component of the teaching of reading, but not all words in English are phonically regular (the linguist David Crystal estimates 80% are, but the other 20% contains many of the most common words in English).

Young children need more than phonics to read words accurately. For many very common words in English such as "come", "once", "was", "the", the best method for accuracy is to read them as "sight" words - that is, using the strategy of look and say. In addition, in order to be fully accurate in word reading, we have to use meaning gleaned from the context in many cases, for example "read", "lead", "sow", "close".

Prof Maureen McLaughlin, International Reading Association

Reading is a complex process that involves multiple factors including decoding, integrating background experiences, having purposes for reading, and using skills and strategies to construct meaning. For very young readers, the process begins with issues such as the alphabetic principle and concepts of print. The goal of successful reading is comprehension.

There are five pillars of literacy - phonemic awareness, phonics, fluency, vocabulary, and comprehension. All contribute to reading comprehension. Students need ample opportunity to learn, practice, and use these skills. Researchers report that students' construction of meaning is enhanced when they use a repertoire of reading comprehension strategies, including predicting, self-questioning, visualising, monitoring, summarising, and evaluating.

Lisa Morgan, speech and language therapist

Reading effectively for meaning and pleasure involves a complex range of skills, most of which rely on strong speech and language skills - using sounds to decode, knowing how words work together and understanding the vocabulary to gain meaning, for example. We know that children with good oral language skills are likely to become good readers.

In the UK, more than one million children have long-term and persistent speech, language and communication needs (SLCN). We know that these children are at greater risk of literacy difficulties.

Add to this the evidence that highlights that in areas of social disadvantage upwards of 50% of children are starting school with delayed language, then this raises key questions about ways to support children with SLCN to learn to read.

For some children with SLCN, a phonic approach, within a context of focused language enrichment and opportunities, will work well to support their reading development. For others, it absolutely won't. For some, assessing their phonic skills in Year 1 through the phonics screen has been OK. For others, it absolutely hasn't.

benefits of reading 

1. Mental Stimulation

2. Stress Reduction

3. Vocabulary Expansion

4. Memory Improvement

5. Stronger Analytical Thinking Skills

6. Improved Focus and Concentration

7. Better Writing Skills

http://www.lifehack.org/articles/lifestyle/10-benefits-reading-why-you-should-read-everyday.html
http://www.readingrockets.org/teaching
http://www.teachingtreasures.com.au/homeschool/reading-methods/context-support-method.html
http://www.bbc.co.uk/news/education-19812961
http://www.parentdish.co.uk/kids/how-your-child-will-learn-to-read-at-school-and-what-you-can-do-to-help-reading-at-home/

phonological development

children make predictable pronunciation errors (not really 'errors' at all, when you stop to think about it) when they are learning to talk like adults. These 'errors' are called phonological processes, or phonological deviations. 

Phonological Processes in Typical Speech Development

Phonological Process Example   Description   Pre-vocalic voicing car = gar A voiceless sound preceding a vowel is replaced by a voiced sound. Word final devoicing red = ret A final voiced consonant is replaced by a voiceless consonant Final consonant deletion boat = bo A final consonant is omitted (deleted) from a word. Velar fronting car = tar A back sound is replaced by a front sound. Palatal fronting ship = sip sh or zh are replaced b y s or z respectively Consonant harmony cup = pup The pronunciation of a word is influenced by one of the sounds it 'should' contain. Weak syllable deletion telephone = teffone Weak (unstressed) syllables are deleted from words of more than one syllable. Cluster reduction try = ty A cluster element is deleted or replaced. Gliding of liquids ladder = wadder Liquids are replaced by glides. Stopping ship = tip A stop consonant replaces a fricative or affricate. easier sounds ; p, m, h, n, w, b, t, d. more difficult sounds; k, g, f, v, "ng" y,  r, l, s, "ch," "sh," j, "th" http://www.talkingkids.org/2011/04/speech-sounds-and-kids-part-2.html http://linguistlist.org/ask-ling/lang-acq.cfm http://www.education.com/reference/article/stages-language-development-first-words/

Example methodology
Language and technology ; paralinguistic features in text messages; similar age group and social class,possibly in the same friendship group (similar personalities) - compare the graphology patterns. Ethics : permission to use the texts from sender and receiver. Choosing a sample ; every other 5 texts - create the same conversation template and see how participants would respond to  basic questions.

Ideas for investigation/media text

1. language and power - language used by politicians; hows its different depending on the situation; how it changes depending on the subject of the speech; comparing speeches and conferences with other politicians or with the general public ; the imbalance of power ; how language it effected.

   

1.
G- Advertisement / notice
R- Informal
A- Students and staff of St.Brendan's
M- Multi-model 
P- Persuade
S- St. Brendan's page on Facebook

2.

G- Notice      

R- Informal    

A- athletic students

M- Multi-model  

P- persuade

S- Colleges Netball &

Rugby team.

1. Features ; 'Win Cinema tickets' 

The graphology of this poster is eye-catching as its multi-model and include different fonts and images, this helps the text be consumed as the audience see this poster in a hall way or on a wall , therefor they are probably going to walk past it, however because its eye-catching they'll stop and read it as it captures their attention. The poster uses imperative sentences for example 'win 2 cinema tickets plus popcorn and drinks', '... share us to enter' and 'like us on Facebook' by using short imperative sentences, not only does it provide simple instructions for the audience, it makes them feel obligated as the instructions come across demanding.

By the author using a logo on the corners of the page, it informs the audience that it is and official notice.

2. Features ; 'We need you'

The graphology of this poster is also eye-catching as is uses images and different color fonts, this is essential in catching the attention of the audience as it invited them to stop and consume the text. The poster also uses declarative sentences / synthetic personalisation as it directly addresses the audience and makes them feel obligated to take part, therefor its persuasive. Imperative sentences are used e.g. 'represent your college' this also makes the reader feel obligated. Rhetorical questions are used e.g. 'Do you enjoy playing Netball or Rugby' this helps the audience consume the text as the ask themselves the question. The image used is Mr.T standing in a pose that point towards the audience, this pose was used during the war, this suggests that the poster is subtly demanding the audience to at least read the text as it catches their attention. By the author using a logo on the corners of the page, it informs the audience that it is and official notice.

Twitter analysis

Genre
 Twitter is a blog/social networking site that uses hash tags to view worldwide public tweets about certain topics. Users can follow or be followed by as many users they want as well as subscribe or filter their timeline to view their favorite users updates and tweets. Being a social networking site, users can interact with each other as well as posting photos and updates as you would on a blog.
Audience
The intended audience are young adults / teens, however as it has similar features to a a blog many companies or people with media orientated jobs can use twitter for advertisement and promotions. Twitter has a wide range of uses therefore it doesn't have a specific targeted audience yet its main users are teenagers.
Purpose
Twitters main purpose is to entertain as users can interact using direct messaging and tweet whilst many celebrities or comedy pages post humorous pictures and tweets. Some celebrities use twitter as a source to promote products or events and many companies pay for advertisement. Twitter has many purposes as it is used for ; interaction/communication , advertisement/promotion and entertainment.

The guardian analysis

The guardian analysis

The guardian is essentially a website that provides daily news updates, however being a website, they provide multiple interactive features for the reader to use. With an informal register, The guardian includes a formal layout to suit the reader as it provides basic and straight forward navigation. The intended audience seems to be adults who are regular readers who check the news on a daily basis. The weather feature provided by The guardian only applies to London, this suggests that a majority of the readers are located in the London. The guardian uses a range of pictures and texts to attract the reader to certain features. The main purpose of the website would be to inform and entertain the readers yet as it is a website, its purpose is also to make their information and features easily accessible as readers can visit the website on any devise at any location. The website provides a navigation bar that categorises its text into subheadings in order for the reader to find what they want faster. By the navigation bars being prioritised it suggests that they order the options depending on what the readers usually intend to read first/ most popular or by what the editors want the readers to select.The website also provides breaking news, this means that their website is frequently updated and readers will rely on their website to get the latest updates. As the guardian provides a wide range of features and uses, they can attract a wide range readers to use their website. The list of options available allow the range of readers to find the feature they use and to also select and view any other features they might be interested in. The range of features provided, that are updated daily, allow the readers to visit the website daily to view new information.