Ontario Early Years Literacy E-Bulletin November 2009 |
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Hi there, Here is the Early Literacy E-Bulletin for November 2009. If you know someone who might want to receive the E-Bulletin, ask them to e-mail or telephone me and I will put their address on my list. If you do not want to receive the E-bulletin send me an e-mail and I will remove your e-mail address. Thanks
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when you click on it. ** Early Literacy E-Bulletin ** November 2009 ** Vocabulary Development ** ____________________________________________________________ ** Matthew Effects ** What Reading Does for the Mind Poor readers often lack the vocabulary they need to get meaning from what they read. Reading is difficult and poor readers are unable and often become unwilling to do the amount of reading needed to come across unknown words often enough to learn them. This situation contributes to what are called “Matthew Effects”. That is, good readers read more, become even better readers, and learn more words; poor readers read less, become poorer readers, and learn fewer words. We need to know a wide variety of words to tell others about ideas, to learn about new concepts and to access our background knowledge. Children’s word knowledge or vocabulary is linked strongly to success in school. Keith Stanovich first wrote about the Matthew Effects in a 1986 Reading Research Quarterly article entitled “Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.” Here is another article that speaks about the “Matthew Effects”. Cunningham A., Stanovich K. (1998) American Educators/American Federation of Teachers Spring/Summer 1998 http://www.nhreads.org/forms/resources/WhatreadingdoesforthemindA.pdf
Effective Strategies for Promoting Young Children’s Literacy Skills – Power Point Presentation Lonigan C., (2008) Florida State University, Florida Center for Reading Research http://www.excellence-earlychildhood.ca/documents/Christopher_LoniganANG.pdf
** Vocabulary Development ** Baby talk: The roots of the early vocabulary in infants' learning from speech This article discusses how babies process and learn language. http://www.eurekalert.org/pub_releases/2008-10/afps-btt103008.php
Why do children experience a vocabulary explosion at 18 months of age? This article hightlights the research of Bob McMurray from the University of Iowa. University of Iowa (2007, August 3). Why Do Children Experience A Vocabulary Explosion At 18 Months Of Age? ScienceDaily. Retrieved October 22, 2009, from http://www.sciencedaily.com /releases/2007/08/070802182054.htm http://www.sciencedaily.com/releases/2007/08/070802182054.htm
Turn Off the TV to Teach Toddlers New Words “Toddlers learn their first words better from people than from Teletubbies, according to new research at Wake Forest University.” http://www.sciencedaily.com/releases/2007/06/070627221722.htm
Check Science Daily (Search vocabulary and children) for more research on vocabulary development.
Emergent Literacy a la Carte Vocabulary Section http://www.familyliteracyexpertise.org/Training/emergent/Vocab/vocoverview.htm ___________________________________________________________ ** Vocabulary Development Programming Ideas ** Using Fanciful Magical Language in Preschool “By adding fanciful language to daily routines and conversations, teachers can help children expand their thinking skills, vocabulary, and creativity as they describe the world around them in new ways.” This article has great ideas for promoting vocabulary development in preschool settings. http://www.naeyc.org/files/tyc/file/FancifulLanguage.pdf
Promoting Vocabulary Development - Components of Effective Vocabulary Instruction This is a booklet designed to help school teachers develop good vocabulary teaching strategies in the classroom. The focus is on older, school age children but there is good information about vocabulary development in young children as well as ideas to support vocabulary development. Some of these ideas could be changed slightly and used in a developmentally appropriate way with younger children. http://ritter.tea.state.tx.us/reading/practices/redbk5.pdf
A Multidimensional Approach to Vocabulary Instruction: Supporting English Language Learners in Inclusive Classrooms The principles of a multidimensional vocabulary program hold promise for supporting the vocabulary development of all students, especially English language learners. Eight characteristics of a multidimensional approach are described. The first is the introduction of new words through engaging children's literature. http://www.readingrockets.org/articles/30098 _____________________________________________________________ ** Resources ** Three Easy Games http://www.familyliteracyexpertise.org/Training/emergent/common/ThreeEasyGames.pdf Dialogic Reading http://www.familyliteracyexpertise.org/Training/emergent/common/DialogicReading.pdf Let’s Read Early Literacy Information Activity Cards These are great little cards to have available for parents. There are four cards per sheet. Print the full sheets in colour and back to back. Cut the sheets into four cards. http://www.familyliteracyexpertise.org/Resources/Activity%20Cards/LetsReadCards/HowManyWords.pdf
Commercial Games ______________________________________________________________ ** Article for daycare newsletters - feel free to download and copy this article for parents **
Vocabulary Development http://www.familyliteracyexpertise.org/Training/ebull/VocabularyDevelopment.pdf _____________________________________________________________
** A little joke for you. ** Whose Line US: Unaired 2 Line Vocabulary http://www.youtube.com/watch?v=PyS-e6jZVRw&feature=related ______________________________________________________________
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