16/02/2022

Progression in reading
and writing

 Researcher
 Early literacy
 Adolescent literacy learning difficulties
 Teacher development for literacy teaching

 Developer
 New Ready to Read Phonics Plus series
About me  Educator
 ITE
 Masters thesis and PhD students
 Post-graduate MEd courses

 And More!

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About me

 Pre-class preparation (1 hour)

 Mini-lectures
 Readings
 Quizzes

 Lecture (1 hour – first week 2 hours)

 recorded on Monday afternoons on-campus
This course for  Check to see if you need to bring anything or have anything to hand
literacy  Workshop activities (1 hour)
 On-campus select slot (2pm or 3pm after lecture)
 Distance – combination of independent work and forums

 Post-lecture/workshop
 Additional readings, quizzes, independent lesson plans, assignment
work, observations

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What is contained in each

Class structure topic

1. Review of pre-class prep

1. Teacher knowledge
2. Explicit instruction
Two (lecture)
3. Guided practice (lecture & 2. Assessing
frameworks workshops/forums)
4. Practice
3. Planning
(workshops/independent
work)
5. Implementation (what you 4. Using resources
do on teaching practice)

The Simple
View of
Reading

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Language
Comprehensio
n

Word
Recognition

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Cognitive
Foundations of
Reading Model

Simple view of
writing

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 We use phases as a basis for understanding progression and for

planning systematic, explicit instruction

Learning to  Children take more or less time in each phase – assessment is

crucial to determine which phase is best
read & write
 Learning to read is both implicit and explicit
 Implicit learning
 Some children need more of a kick-start than others

What does progress

look like?
Ehri phases

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 Not using alphabetic strategies

 Uses visual information
 Visual cues
 Environmental print

Prealphabetic
“look”
“McDonalds”
 May know some letter names from own name but can’t associate
the sounds

 Has basic concepts about print

Reading  Shows listening comprehension
 Relates to own experiences
behaviours
 Understands that print carries meaning/message

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 Prephonemic/preliterate
 Scribbles
Spelling at this  Repetitive use of known letters

stage

 Aware that print carries a

message differently to
pictures
 Assigns messages to their
own symbols
Role-play  Usually start with drawing
writing and will talk about their
drawing before writing
 Writes spontaneously
 Uses pre-phonetic spelling
strategies

www.readingrockets.org

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 Form partial alphabetic connections

S POO N

Partial
/s/ /pu/ /n/
alphabetic  Don’t know all sounds, lack segmentation skill
 Beginning to recognise that letters imply sounds

 Phonetic cue reading (Ehri & Wilce, 1985)

 Uses prior knowledge of content, and prior experiences to make

meaning

Reading  Checks own understanding

 Retells major content of story
behaviours
 Understands that texts are expressions of authors ideas

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 Invented spelling/letter-name alphabetic

 Use of letter names
Spelling at this  B for ‘be’
stage  NF for ‘enough’

 Reads back own writing

 Uses familiar forms of writing
 Uses simplified oral language
structures
Experimental  Uses writing to convey
meaning; realises that print
writing contains a constant message
 Semi-phonetic to phonetic
spelling
 Use drawing and talk to help
with planning and drafting

www.readingrockets.org

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 Form complete connections between graphemes in print and

phonemes in pronunciation
 Know g-p correspondences and can segment phonemes
Full alphabetic

 Integrates all forms of knowledge to construct knowledge

 Beginning to make efficient use of reading comprehension
Reading strategies
behaviours  Can retell and discuss own interpretation of texts
 Recognises some features of writing

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Spelling at this  Phonetic/within word

 Using letter sounds
stage

 Uses a range (still small) of text

forms
 Most topics will be personally
significant
 Can explain some purposes of
writing
 Uses basic sentence structures
but developing a range of
sentence starters
Early writing  Experiments with words from a
range of sources
 Beginning to develop editing
skills and punctuation
 Uses talk with teacher or peers
for planning
 Semi-phonetic through to
transitional spelling

www.readingrockets.org

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 Increasingly more sight words

Orthographic/  G-p connections are consolidated into larger units: rimes,
Consolidated syllables, morphemes, and automatic sight words
 Use these to read new words
alphabetic
interesting

In – ter – est - ing

 Purposeful and automatic reading, except for difficult and

unfamiliar material
Reading  Recognise and discuss different text structures

behaviours  Can construct meaning at a text-based level, rather than a reader-

based level
 Can make connections between separated levels of text

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 Transitional/Syllable juncture
 Beginning to use spelling patterns
 Overuse of patterns

Spelling at this
stage
 Conventional/Derivational principles
 Spelling patterns
 Use of morphology in spelling

 Can use text forms fit for

purpose and audience, and
say why
 Uses a variety of sentence
types and can group into
paragraphs
 Can choose vocabulary fit for
purpose and audience
Conventional  Can proof-read with
writing guidance/checklists etc.
 Punctuates simple sentences
correctly
 Uses a range of strategies for
planning and revising
 Spelling will be phonetic
through to accurate

www.readingrockets.org

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 A way to envisage how children try to make sense of words

Summary of  It is based on what they remember about words
reading  Will often show evidence of several phases at once, but one is
usually predominant, e.g., in spelling a child may be phonetic but
development. showing some transitional spellings in the overuse of the recently
learnt (and remembered) final ‘e’ rule

Cognitive Load
Theory
(Sweller)

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 Minimise extraneous: Take away all the things that can confuse
and are not currently being taught (breaking it up into bits,
starting out of context of books)

Reducing  Manage intrinsic load: Teaching and learning must occur –

scaffolding and instructional design to manage this load (explicit
cognitive load instruction)

 Maximise germane load: the actual cognitive change we want –

reducing or managing the other two does this

 Systematic instruction of key ‘bits’ such as

 Letter-sound correspondences
 Vowel and consonant patterns
 Syllables
 Morphemes
Explicit  Blending strategies
 High-frequency sight words
instruction:
Minimising  Focus on the key bits and take away other things that can confuse
extrinsic load the key learning

 Clear teacher talk statements

 “Today we are going to learn about verbs. A verb is a word that
describes an action or something that can be done. Jump is a verb
because it describes an action”

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Explicit instruction: “A verb is …”

Practice: “let’s find verbs”

Explicit Integration :“Come up with your own
instruction: verbs”

managing the Independence :“Use the verbs in

your poems”
intrinsic load

Instructional design used all the time means a student knows what will happen in
the lesson and knows what to expect – no need to worry about what will happen
next, if they need to do something. No surprises!

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