Reading And Writing Theories Of Language Acquisition

The correct answer is INAPPROPRIATE DOODLING STAGE. The explanation for this answer is that the question asks for a stage that is not part of the DOCTOR CATHY BARCLAY theory, which consists of seven stages. The other options, SCRIBBLING STAGE, MOCK HANDWRITING STAGE, MOCK LETTERS STAGE, and INVENTED SPELLING STAGE, are all stages included in the theory. Therefore, the correct answer is INAPPROPRIATE DOODLING STAGE, as it is not one of the stages in the DOCTOR CATHY BARCLAY theory.

In Frith's theory, between the ages of 6 and 7, children focus on visual images the most. This means that at this stage of development, children are primarily paying attention to and processing the visual aspects of reading, such as the letters, words, and illustrations on the page. They may be less focused on the author's intentions or the voice of the reader, and instead, their attention is directed towards the visual stimuli that accompany the text.

Stage 2, also known as the consolidation stage, refers to children who are 6 years old and older. During this stage, children typically use short declarative sentences. Short declarative sentences are simple and straightforward statements that convey information or make a statement. This type of sentence structure is commonly used by children in this stage as they continue to develop their language skills and express themselves more effectively.

Stage 1 of Frith's theory is the logographic stage, where children learn that letters are connected to sounds. This means that they begin to understand that each letter represents a specific sound in spoken language. During this stage, children start to recognize and associate letters with the sounds they make, which is a crucial step in learning to read and write.

According to Chall, children start reading to learn between the ages of 8 and 14. This age range is typically when children transition from learning to read to reading to acquire knowledge and information. During this stage, children are able to comprehend more complex texts and use reading as a tool for gaining new knowledge in various subjects.

In the pre-reading stage, children recognize rhyme and alliteration the most. Rhyme refers to the repetition of similar sounds at the end of words, while alliteration is the repetition of initial consonant sounds in neighboring words. Both these literary devices help children develop phonological awareness, which is the ability to recognize and manipulate sounds in spoken language. Rhyme and alliteration make language more engaging and memorable for children, aiding in their early literacy development. They also help children notice patterns in language and develop their listening and speaking skills.