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By ages 7 - 8, direct instruction extends to include advanced decoding skills along with wide reading of familiar, interesting materials that help promote fluency. He or she is reading simple stories using words with these phonic elements as well as high frequency words. The learner will need to derive oral language from print, which will require that he or she recognises regular patterns, such as phonics patterns, syllable constructions, sight words, word families, morphological regularities and more.īy 6 - 7 years of age, a child is experiencing direct instruction in letter-sound relations (phonics) as well as practice in their use. The learner will need to decode words that are presented first in print. It is no longer enough to be able spell words by relying upon the stimulation of internal and external speech. I enter into the discussion with a profound appreciation of print’s older cousin, even though we will not discuss the specific uses of language here.Įventually, the tables are turned, though. The remainder of this entry will sketch some thoughts that may come to impact how we approach the encoding, decoding and understanding of literate language. Across this prolonged developmental period, learners become increasingly more adepts and fluid in navigating and representing ideas in literate language. At this stage, a learner is apt to be better equipped to explore complex ideas on the page than verbally, particularly if the learner has a strong corpus of academic language. By 15 to 17 years of age, print (finally) overtakes oral language.
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It is only at 13 years of age that your skilled readers are as competent in oral language as they are in literacy. In the coming years, the child’s oral language will continue to be stronger than what he/she can express on the written page. This rich oral language provides ample stimulus for learners to begin exploring known (oral) words in print.
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By age 6, a child will know thousands of words in oral language, but only know a few - if any - when read (Chall, 1996).
#What is text encoding code#
In this case, the code is the interface between language and literacy, and this code requires that learners develop additional skills in order to coordinate and manipulate language-in-print.įrom an early age, a child is learning language, but this child will only slowly develop an awareness of print. phonological, lexical, morphological, grammatical, textual and pragmatic skills - then the learning of “the code” serves to facilitate the transference of the learner’s speech into print, which itself can serve as a platform upon which further literate language can be built. If one is developing the components of language - e.g. The accompanying schematic addresses this rough relationship between language and literacy.