Mary Ann Poparad - Better Early Than Late

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Assembling MessagesLLDFIP2 p. 84• In what parts did the child work with speed,fluency and accuracy?• When did she have to slow down?• What part of the processing needed extraattention?2/5/2008 mary.poparad@nl.edu 20
Assembling cut‐up stories: Reading, Writing,Speaking• Interrelationships of three language activitiesbecome obvious to children as they learnabout:– One‐to‐one correspondence (spoken & written words)– Direction– Checking– Monitoring– Self‐correcting– Breaking oral language into segments– LLP2 p. 821‐822/5/2008 mary.poparad@nl.edu 21
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 and 12: Recognizing a processing system und
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: Assembling MessagesGreat potentialL
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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