FTCE PreK-3 Language Arts Reading

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9 FTCE PreK-3 Language Arts & Reading

1.Alphabetic Principle: also called the graphophonemic awareness.

Written words are composed of patterns of letters that represent the sounds of spoken words correspondence between sounds and letters phonological reading.

2.Phonics: is the application of sounds to print.

3.Concepts of Print: the understanding that print carries a message;

that books are organized by title, cover, and author; and the directionality of print-left-to-right progression, top-to-bottom order, and one-to-one correspondence. Identification of both upper and lower case letters.

4.Early Childhood literacy development: begins with exposing children to

litera- cy-enriched environments, which include pictorial and written activities that provide examples of reading acquisition and cognitive development.

5.Print consistencies: understanding that text is made up of letters that

form words and are then combined to form sentences. 1 / 2

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6.Word consciousness: Children who have access to books can tell

the story through the pictures before they can read. Gradually they begin to realize the connection between the spoken words and the printed words.

7.Language & Conventions of print: children learn how to hold a book,

where to begin to read, the left-to-right motion, and how to continue from one line to another.

8.Functions of print: children discover that print can be used for a

variety of purposes and functions, including entertainment and information.

9.Fluency: through listening to adult models, children learn to read in

phrases and use intonation.

10.Approaches for Developing Readers: linguistic

approach cognitive approach social approach

11.Linguistic Approach: developed by Chomsky, Noam theory that says

language ability is innate and develops with human maturation as environment stimuli triggers and exposures to new and exciting things.

12.Cognitive Approach: syntactic and semantic structures, Piaget,

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