Concepts of Print refers to the awareness of 'how print works'. This includes the knowledge of the concept of what books, print, and written language are, and how they function. It encompasses a number of understandings that allow the reading process to take place including: Show
Understandings/elements of concepts of print in the English languageThe main understandings or elements of Concepts of Print for English include the concept of text (how a text conveys a message), concept of book (how a book works, how different texts are organised), the idea of directionality (that English books are read from left to right, top to bottom), and other mechanical features (spacing, punctuation, the difference between letters, numerals, and other symbols). Components of concepts of printConcepts of print are important for emergent and early reading and writing (Clay, 1993). Concepts of textUnderstanding that print relays a message Concept of book
Directionality
Mechanics
Through
exposure to shared book reading in early childhood, and through modelled, shared, and guided reading in the early years, children develop concepts of print. Examples to support the development of Concepts of Print Concepts of print should be taught through text within the literacy lesson, for example by:
For examples, see:
Alphabet knowledge Alphabet knowledge is also considered a Concepts of Print component. This includes knowledge of the names of each letter, the order of the alphabet, recognition of each upper and lower case letter, and knowing the difference between letters and words. Alphabet Knowledge includes recognising all the letters of the alphabet by name. This includes recognising upper and lower case letters. The metalinguistic awareness of knowing the difference between a "word" and a "letter" is also important for alphabet knowledge. Relationship with phonicsWhile alphabet knowledge is the ability to recognise and name upper and lower case letters, phonics is the knowledge of sound-letter patterns, that is the sounds that letters make. As there are 44 sounds (phonemes) , but only 26 letters, many letters make more than one sound. Also, letters are used to form graphemes, which could consist of one letter (graph), two letters (digraph), three letters (trigraph) or four letters (quadgraph). An important first step to learn the relationships between sounds is to have well developed Alphabet Knowledge: that is to know what each letter is called, and to be able to recognise these letters quickly and reliably. Once students have strong alphabet knowledge they are able to apply this knowledge to learn about the sounds that letters and letter patterns (graphemes) make, and how phonemes map onto graphemes, i.e. phonics. For more information, see:
Relationship with phonological awarenessWhile alphabet knowledge is the ability to recognise and name upper and lower case letters, Phonological awareness refers to the awareness of sounds, rhymes, and syllables within words. Phonemic awareness (a critical subset of phonological awareness) refers to the ability to identify, segment, blend, delete and manipulate individual sounds. Alphabet knowledge is related to phonological awareness as children need to understand that words are made up of syllables, onset/rime, and individual sounds, and that letters of the alphabet are used to represent these sounds, as graphemes. For more information, see: Phonological Awareness Examples of alphabet knowledge activitiesContextualised teaching of alphabetic knowledge can occur through reading a fiction or non-fiction text to, for example:
For examples, see:
How does concepts of print relate to phonological awareness and phonics?Phonological awareness
allows students to hear the differences between words and sounds. Concepts of Print includes the recognition of symbols as letter shapes. Once this understanding is established, the letter shapes can be associated with sounds, connecting the visual, auditory and oral systems. Links to the Victorian Curriculum - EnglishFoundationReading
Level 1Reading
Links to the Victorian Curriculum - English as an Additional Language (EAL)Pathway A
Reading and viewingLevel A1
Level A2
WritingLevel A1
Level A2
Pathway BReading and viewingLevel BL
WritingLevel BL
ReferencesClay, M. M. (1993). An observation survey of early literacy achievement. Heinemann, 361 Hanover St., Portsmouth, NH 03801-3912. Why should students read lists of phrases?Research and scholarly thought suggest helping students learn to read in phrases (as opposed to word by word) is an effective way to improve reading fluency as well as comprehension and overall reading proficiency.
What is the purpose of phrase reading?Phrase reading is a technique that builds fluency, aids comprehension, and improves oral reading. Phrase reading can also be used to teach grammar, punctuation, and vocabulary. This type of activity should be a regular part of the reading lesson for non-fluent readers.
What are the 5 components of reading instruction?The National Reading Panel identified five key concepts at the core of every effective reading instruction program: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.
What does it mean to read with phrasing?of meaning. phrasing: grouping words together as in normal speech, pausing appropriately between. phrases, clauses, and sentences.
|