Mary Ann Poparad - Better Early Than Late

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Invisible Information• Listen to how the reading sounds; how thechild puts words together• The delivery (oral reading) reflects reader’sinterpretation of the meaning• Sammy at the farmSammy saw a horse butt / (but)The horse didn’t see Sammy.2/5/2008 mary.poparad@nl.edu 10
Recognizing a processing system underconstruction• Begins to seek more information– (re‐reads, tries again, asks for help)• Begins to detect errors because of what he is learning aboutthe visual forms of print and their relationship to the sounds of his spokenlanguage.• Clay, M. (1991), Becoming Literate: The construction of inner control, Hinemann, p. 1972/5/2008 mary.poparad@nl.edu 11
Page 1 and 2: Better Early Than LateTeaching earl
Page 3 and 4: Talk about the processing ! ?• Yo
Page 5 and 6: Processing? What is that?• Findin
Page 7 and 8: Processing system for reading….
Page 9: An interactive theory• “I canno
Page 13 and 14: How teachers contribute…• Takin
Page 15 and 16: Brain functions• “You relate wh
Page 17 and 18: Some early connections…• Story
Page 19 and 20: Assembling MessagesGreat potentialL
Page 21 and 22: Assembling cut‐up stories: Readin
Page 23 and 24: Processing Systemmay be under const
Page 25 and 26: Teacher’s Contribution to the chi
Page 27 and 28: • When teacher is the authority,
Page 29: Ways of knowing change over time•
Page 34 and 35: Orientation“The more we give in t
Page 36 and 37: An explanation….• At first, the
Page 38 and 39: Finding and using information• Ac

Mary Ann Poparad - Better Early Than Late

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