Mary Ann Poparad - Better Early Than Late

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The system is developing….• The reader can draw from– current understanding,– oral language competencies,– visual information,– phonological information and– knowledge of printing conventions,• in ways which extend both the searchingand linking processes as well as the itemknowledge repertoires.M. Clay (2001) C.O.T. p. 2242/5/2008 12
How teachers contribute…• Taking advantage of learning opportunities– Interacting with partially correct responses• Prompting to influence improved choices• Altering the interaction depending on the difficulty ornewness of the task• Working along a sliding scale of least to most help• COT p. 982/5/2008 mary.poparad@nl.edu 13
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 and 10: An interactive theory• “I canno
Page 11: Recognizing a processing system und
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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