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- Visual aspects of reading are important for translating letters into meaningful sounds and words, but the greatest part of reading comprehension has to do with language processing.
- The linguistic elements of language are the rules that govern the structures of language associated with the subsystems of phonology, morphology, syntax, semantics, and pragmatics.
- It's important to understand that linguistic skills work in tandem with cognitive skills, such as attention and memory, in order for the user to process and produce language.
- Retrieval of stored memory is part of the process of accessing words and concepts during reading.
- Metacognitive skills deal with a person's reflection on his or her own thinking processes and enable a reader to make judgments about whether or not comprehension is occurring.
- Metalinguistics is a "step above" the ability to use language for interpersonal communication. It is being able to think and talk about the use of language.
- Metalinguistic skills may be prerequisite to later language acquisition, especially in reading and writing, but the acquisition of reading and writing also enhances metalinguistic development.
- An important application of word consciousness is paraphrasing.
- A common misconception about the development of listening, speaking, reading, and writing is that it is linear; that is, first children learn to listen, then speak, then read, and then write. We now realize that all of the language processes are interrelated in the way they develop and are used by human beings, and that language ability continues to grow all through the school years and even into adulthood.
- Basically, Matthews effects mean that good readers, armed with proficient skills and strategies, acquire an increasingly stronger language base with which to be even more successful readers, while poor readers suffer further negative consequences of not being able to process text.
- Students need to learn that we listen, speak, read, and write for different reasons and that ultimately the different reasons dictate the strategies we will use in approaching the task.
- Because the style of written language differs from that of spoken language, learning to read requires an adjustment on the part of the reader to the more depersonalized, content-based, and controlled style of printed materials.
- Cohesion devices that promote comprehension in spoken language include features of pitch, stress and pause, as well as other non-verbal cues such as facial expressions, body language, and proximity.
- An important difference regarding development is this: spoken language develops naturally; written language has to be taught.
- In all cases, teachers need to integrate language learning across the processes of listening, speaking, reading, and writing.
- "The fact that language deficits are both a cause and consequence of reading disabilities ensures that language problems will be a major component of almost all cases of reading disabilities" (Catts & Kamhi, 1999).
- Teachers should investigate the language status of their students; they should also use oral language experiences to build the language base for the materials students are reading.
- Teachers should read aloud from a variety of materials with students of all ages and should do writing activities to enhance reading comprehension.
- The use of visual devices, known as graphic organizers, can be helpful in making words and their relationships seem more concrete.
- The use of technology such as tape recorders, language masters, and computers can be very helpful in building the language base.
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