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ENGB3 – Language Acquisition (Section A): Developing Reading
Bruner’s LASS Theory
Explains how adults encourage children’s speech by using books to interact with them:
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Gaining attention – getting their attention on a picture
Query – asking the baby what’s in the picture
Labelling – telling the baby what’s in the picture
Feedback – responding to the baby’s utterance

Chall’s Stages of Developing Reading
Stage 0: Pre-reading or pseudo-reading (up to 6 years)
Children ‘pretend’ to read by turning the pages and repeating a story they known
Stage 1: Initial reading and decoding (6-7 years)
Children make the link between sounds and letters
Able to read simple texts with short, high-frequency words
Stage 2: Confirmation and fluency (7-8 years)
Period of consolidation, children increase their skills and vocabulary
Stage 3: Reading for learning (9-14 years)
Reading becomes a means of gaining knowledge

Approaches to teaching reading
The phonetics approach
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Looking at letters and letter combinations in terms of sounds and braking down words
into phonemes, e
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cow is /c/ and /ow/

Evaluation:
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Good because children can sound out unfamiliar words
Useful for words that are written phonetically, but its less useful for words like ‘knock’
Criticised because it focuses on sounds and letters, rather than meaning

ENGB3 – Language Acquisition (Section A): Developing Reading
The whole word approach
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Recognising whole words by sight, rather than by breaking them down into separate
phonemes

Evaluation:
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Good because it teaches children the meaning of words
Also, they learn to recognise common words like the and went
However, it requires children to learn a large number of words
Doesn’t give them the skills to work out the sound or meaning of unfamiliar words

The psycholinguistics approach
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Active approach to reading – the reader is given the responsibility to work out what a
word means, rather than being told
Children work out the meaning of unfamiliar words by looking at the rest of the
sentence or using clues like illustrations

Evaluation:
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Children focus on meaning
Enables children to become aware of the importance of context
However, it has been criticised as it leaves a lot to chance

Schools tend to use a variety of approaches to teaching reading, rather than just one

ENGB3 – Language Acquisition (Section A): Developing Reading
Features of reading books
Graphology
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Large images
Large text
Minimal text

Lexis
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Phonetic spelling of words
High frequency words
Monosyllabic

Semantics
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Concrete nouns
Active verbs
Semantic field of animals / schools – relatable semantic fields

Grammar
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Basic subject, verb, object structure
Simple sentences
Short sentences
Exclamatives and interrogatives
Repeated sentence structures

Pragmatics
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Message and morals
Humour – possibly sometimes entertaining for adults too



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