Reading Instructional Resources Database - Instructional Activities (Search Results)
The essential cognitive elements of the reading process have been outlined in the cognitive framework of reading. To assist educators in organizing their practice around the cognitive framework, we've created a way to easily search for instructional activities that specifically address skills and knowledge outlined by the cognitive framework of reading. To find out more about the Instructional Activities portion of the Instructional Resources Database, we have provided an overview of the database and a description of the resources from which these activities were selected.
How to use this pageYou have just searched the Reading Instructional Resources Database for instructional activities that test Linguistic Knowledge. Thereis 1 activity that matches your search. You can also perform an advanced search of the Instructional Resources Database to search for more specific activities.
Linguistic Knowledge What is Linguistic Knowledge?
Most of the problem of understanding language hinges on the knowledge of the mechanics of that language. All languages have structure, and an implicit knowledge of that structure is essential to comprehension.
What does teaching Linguistic Knowledge look like?
Linguistic knowledge activities focus on helping a child to fluently integrate and critically examine the mechanics of language. Linguistic knowledge activities help children to see how phonology, syntax and semantics are all related.
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| ACTIVITY TITLE: Linguistic Knowledge | COGNITIVE ELEMENT: Linguistic Knowledge |
ACTIVITY: Linguistic knowledge is the synthesis of three other cognitive elements (phonology, syntax and semantics). Linguistic knowledge is more than the sum of it's parts, but it is not an isolated element that can be explicitly taught and reinforced. For children who seem to have a grasp on phonology, syntax, and semantics, but who have not yet learned to blend these elements together into a stable linguistic structure, the best instruction is to be sure the child is immersed in oral language. Everybody that child comes into contact with — other teachers, other school staff, the other students — should understand that they need to communicate with that child as much as possible. Every opportunity that the child has to speak and communicate with others should be exploited. Notes: Reader Type: Pre-readers, emergent readers, and developing readers Language: English
| | SOURCE: Southwest Educational Development Laboratory |
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Displayed 1 instructional activities.
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