Framework for Analysing Childrens Reading Books Graphology Lexis

Framework for Analysing Children’s Reading Books Graphology Lexis and semantics Grammar / syntax Pragmatics Oral tradition GGLOP? !

Graphology • • • Beware! Graphology is not an essential framework – only discuss briefly and if there is something different! Page layout. Lineation. Pictures. font(s) and size of letters. Length of words and number of syllables. How context could help with more difficult words.

Lexis and Semantics • How could context help with more difficult words? • Types of words and semantic fields. • Concrete/abstract nouns. • Verb tense. • Modification e. g. adjectives, adverbs. • Pronouns used after subject (or object) has been clearly established. • Ease of recognition (sound-spelling match).

Grammar / Syntax • • Sentence type (simple, compound, complex. Sentence length. Lineation in reference to grammatical units Careful structuring of sentences to make the text cohesive. Use of direct speech Repetition (of words and parts of sentences) Position of subject and verb in sentence. Use of active or passive voice.

Pragmatics and influences from everyday speech • • • Informal register Repetition direct speech people in face to face interaction. Narration sounding like speech Use of noises Interactive text Everyday content Use of repetition (repetition, repetition……) Face – to face interactions Familiar scenarios

Features borrowed from the oral tradition of story-telling Alliteration Repeated epithet e. g. Little Red Riding Hood, Brown Bear Balanced sentence – Assonance – repetition of vowel sounds Repeated formulaic sentence. Rhythmic language. rhyme Additive structure- use of word “and” Very simple sentences- Personification- stories about animals • proverbs or aphorism – a summary of some accepted wisdom e. g. ‘Never talk to strangers’ • •

Some areas of context to consider. . . • Good for encouraging a child to ‘interact with’ the book • Good for parents to read aloud to their child • Uses a repeated structure to help child predict the story and learn about narrative structure • Aims to teach particular ‘key’ words • Aims to teach phonic clusters • Aims to support the child’s social or emotional development • Aims to develop phonological awareness through children’s enjoyment of features like rhyme