Module 1: Activity 1


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Module 1: Reading Reflection

There are major differences between the skills approach to literacy and the comprehensive/sociopsycholinguistic approach. Skills approach is simply looking at how well a child identifies words by identifying letter sounds and decoding. This approach puts a major push on phonics and fluency. Can the child identify the phonemes? Can the child read a text rapidly and correctly?   By using the skills approach the student’s prior knowledge/schema is not taken into consideration. Therefore, there is no understanding or comprehension of the text read. The comprehensive or sociopsycholinguistic approach looks at reading as a combination of schema, letter sounds, visual aspects, context, and meaning. The comprehensive approach takes the reader into consideration, such as, what their background knowledge/schema is. Are they reading the text the way they are because of a previous experience?   This approach shows that reading is not just phonics and fluency. Reading is a pieces the...
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Module 1: Activity 2

        Complete Exercise #5 on p. 39 by reading the passage and answering questions a-g that follow it. How is it that you are able to answer such questions? What does this experience suggest about the kinds of comprehension questions found in workbooks and on standardized tests? A.       What is corandic?             A croandic is an emruient grof with many fribs. B.       What does corandic grank from?   Corandic granks from corite, an olg which cargs like lange.   C.       How do garkers excarp the tarances from the corite? Garkers excarp by glarcking the corite and starping it in tranker-clarped storbs. D.      What does the slorp finally frast? The slorp frasts a pragety, blickant crankle:coranda. E.       What is coranda? ...
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Module 3: Reading Reflection

Do you agree with Marilyn Adams (1990, p. 108) who argued that rather than relying on context, Skillful readers of English thoroughly process the individual letters of words in their texts? Why or why not?   I do not agree with Marilyn Adams’ view on skillful readers processing individual letters of words as they read. There are numerous examples in the text that completely disprove this theory. To focus on individual letters of words would mean that our eyes actually fixate on what is being read. There have been several studies on eye fixation, for example, Rayner (1997) states that 20-30% of words on a page are skipped, Carpenter (1987), found that only about 68% of the words are fixated on, and Hogaboam (1983),   wrote that 40% of the words on a page were skipped, not fixated on   during his study (Weaver, 2002).   These studies show that as we read, our eyes do not fixate or focus on every letter or word.   Another great example of this being an in...
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