DED in child development

Question 1

What are the auditory characteristics of language? (Davies and Johnsrude)

Answer 1

Sounds, gaps in sounds, spectral and temporal characteristics of sounds, regularities in language, stresses and boundaries.

Question 2

When does language learning start?

Answer 2

During prenatal development.

Question 3

How does prenatal learning of language effect future learning?

Answer 3

Neural facilitation of language heard in the womb.

Question 4

At what age can infants no longer hear foreign language phonetic contrasts and why? (+citation)

Answer 4

1 year old, because prototypes of phonetic contrasts are formed and the infant focuses on patterns of sound found in their native language. (Kuhl, Kiritani et al., 1997)

Question 5

What happens at 6 months in infants in relation to listening to language?(+citation)

Answer 5

They are tuned to their native language, and language growth improves at 13. 16 and 24 months.(Tsao, Liu & Kuhl, 2004)

Question 6

What are the main features of infant directed speech? (+citation)

Answer 6

Higher pitch, slow tempo, shorter phrases, hyper-articulated, clear category exemplars e.g. vowels, simple syntax and semantics (kuhl, Andruski et al., 1997)

Question 7

Which different sounds in English convey meaning?

Answer 7

Stress, intonation and rhythm; onset and rhyme; phonemes; word order and grammar.

Question 8

What is statistical learning?

Answer 8

Patterns in speech that are heard repeatedly allow infants to use statistical patterns contained in the repeated speech to define where boundaries lay and basics of grammar.

Question 9

Grieser and Kuhl (1988)

Answer 9

Infant directed speech has similar features universally.

Question 10

What are the 12 stages of prelinguistic vocal development?

Answer 10

Reflexive vocalisations (0-2m); Cooing laughing (2-4m); Vocal play (4-6m) Canonical babbling (6m+); Varigated/jargon (10m+); Protowords (12m+); manipulate lang to fit with sounds in repertoire (18m); Begin playing with sounds- phonological awareness (2y+); Articulatory gesture development (1-7y); onset and rhyme- cat /k/ and /aet/ (3y); similar start sounds (4y); decode into phonemes (6y).

Question 11

What are the stages of processing for spoken word in the dual route cascaded model?

Answer 11

Acoustic analysis -> EITHER phonological buffer -> speech OR Phonological lexicon semantic system PL PB - speech

Question 12

How are the stages of processing of written word different for written word than speech in the dual route cascaded model?

Answer 12

Visual analysis, orthographic lexicon and grapheme buffer instead of acoustic analysis, PL and PB. Also ends with writing not speech.

Question 13

What processes are involved with the change of speech to writing or writing to speech?

Answer 13

Phonological buffer -> phoneme-grapheme conversion -> grapheme buffer -> writing. OR grapheme buffer -> G-P conversion -> PB

Question 14

What is phonological awareness?

Answer 14

The ability to perceive and manipulate the sounds of spoken words e.g. phonemes, rhymes and syllables.

Question 15

Goswami & Bryant (1990)

Answer 15

Phonological awareness is consistently related to reading ability.

Question 16

What are the stages in phonological processing?

Answer 16

1. Phonological awareness 2. Converting written symbols to sound for recognition 3. converting written symbols to sound to hold them in working memory.

Question 17

What are the components of reading?

Answer 17

Reading = decoding (print to speech) x comprehension (print to meaning).

Question 18

What are graphemes?

Answer 18

Symbolise phonemes (sounds) in words e.g. North= N OR TH

Question 19

What are phonemes?

Answer 19

The smallest units of sounds in words e.g. North= /n/ /o/ /r/ /th/.

Question 20

What is orthography?

Answer 20

The accepted way that a written set of symbols is used to represent a language.

Question 21

What are the phases of word learning? (+citation)

Answer 21

Rocognise letters (memory); Decode sounds (G-P); analogise to known words; predict words from GP context; Memory and semantic contex. (Ehri and McCormick, 1998).
This is developed until sight word reading from memory is automatic and reading needs less attention.

Question 22

What are the components of spelling?

Answer 22

Speech- Decode speech into phonemes; select phoneme that has correct sound; memory for sight words; memory for conventional graphemes; semantic and vocabulary knowledge- print.

Question 23

What processes are involved in early reading?

Answer 23

1. Word reading= word recognition and decoding.

2. word reading= recognition, decoding and vocab for meaning.

Question 24

Why does vocab knowledge predict reading in later years?

Answer 24

Because initially reading is word recog and decoding, but later (mid primary) use vocab to read. Vocab knowledge aids reading and comprehension.

Question 25

What is involved in phonological skill?

Answer 25

Know what the rules of the language are, as in order to read to have to understand that sounds are represented by letters and translate between written and spoken language.

Question 26

What are the 3 routes in the dual route cascaded model for written word to speech?

Answer 26

Lexical route: written word - visual analysis- orthographic lexicon semantic lexiconphonological lexiconphonological buffer - speech
Lexical non-semantic route: same as prev but without semantic lexicon- OL to PL
G-P conversion route: vis analysis- grapheme buffer- GP conversion - phonological buffer- speech.

Question 27

What types of word are the 3 dual route cascaded model routes for?

Answer 27

Lexical: irregular words e.g. yacht
lexical non-semantic: new irregular words
G-P conversion: non-words

Question 28

How is memory involved in connection between graphemes and phonemes? (+citation)

Answer 28

Memory uses alphabetic knowledge of letter shapes and segmentation to decide which graphemes symbolise which phoneme, and sight words in memory may flag extra silent letter or special spelling pronunciation e.g. b-e-a-u-ti-ful and ya(ch)t.

Question 29

Greenberg, Ehri and Perrin (1997)

Answer 29

Reading and spelling are highly correlated (.86) in typical readers. Both involve: memory for spellings; alphabetic system (phonemic segmentation, g-p correspondences and syllabic patterns). Lower correlations in disabled readers (.57) with difficulties in detection of phonemes; alphabetic knowledge; weaker bonds between spelling and pronunciations.

Question 30

Conrad (2008)

Answer 30

The effect of practice in spelling or reading: reading practice has no effect on spelling but spelling practice greatly improves reading.

Question 31

What impact does reading instruction have?

Answer 31

Phonemes are labelled and represented as a unit; reduces memory load for blending; shift resources to comprehension; phonological neighbourhood increase; widens vocabulary and increased flexibility to recognise unfamiliar sounding of words.

Question 32

What effect does effortful decoding of words in dyslexic children have on future development of the reading skill?

Answer 32

It may slow comprehension skill at the next stage.

Question 33

What factors of dyslexia combine to lead to decoding difficulty?

Answer 33

Limited phonemic awareness; weak phonological working memory; imprecise phonological representations; poor g-p conversions so unfamiliar and irregular words are more difficult.

Question 34

What is alphabetic language transparency?

Answer 34

The transparency of letter-phoneme relations- transparent= consistent e.g. Finnish, Italian. Opaque= ambiguous e.g. French, English

Question 35

What effect does alphabetic language transparency have on reading acquisition?

Answer 35

It delays it in more opaque languages because children need to learn alternative spellings for the same sounds, can’t always apply known words when decoding new word sounds and context is needed to predict words.

Question 36

Lindgren et al (1985)

Answer 36

American v Italian language: both impaired in non-word reading but US decoding more difficult due to opaqueness of language.

Question 37

Van der Leij & Van Daal (1999)

Answer 37

A study is presented in which three characteristics of dyslexia were examined: (a) speed limitations in word identification, (b) sensitivity to increasing task demands, and (c) orthographic compensation. Ten students with dyslexia (10 years old) were compared to 10 chronological-age controls and 20 reading-age controls on their performance in reading. Response latencies of the students with dyslexia were slower when familiar words, letter clusters, and nonwords had to be named. A larger word-frequency effect and a larger word-length effect in the these students indicates that they have difficulty with increasing task demands. In addition, a subword-frequency effect was found to be larger in the students with dyslexia. These differences among the three groups of students are interpreted in terms of automatization. Furthermore, it is suggested that students with dyslexia may have a preference for large orthographic units, which is used as a compensatory tool in reading.

Question 38

What is psycholinguistic grain size?

Answer 38

The size of the unit that is used in the alphabet and what it represents in different languages. The child must learn all the levels of grain sizes to make up words e.g.

Question 39

What are the different psycholinguistic grain sizes?

Answer 39

Phone (clusters of articulatory features that make up phonemes), phoneme, nucleus-coda (A SP), onset-rime (Gr- Asp) and syllables (GRASP)

Question 40

What psycholinguistic grain sizes are used in different languages?

Answer 40

Logographic (words) e.g. Chinese; Syllabary (syllables) e.g. Cherokee; Alphabetic (phonemes) e.g. English; Featural (components of segments) e.g. Korean.

Question 41

Caroll & Snowling (2001)

Answer 41

Rime is better segmented by children than phonemes between 3-5years.

Question 42

Ziegler and Goswami (2005)

Answer 42

Goswami argues that awareness of each grain size develops in turn. Rime-onset awareness is as important as phoneme awareness in pre-school years for reading skill. Representations at larger grain sizes of phonemes appear first and then are fleshed out with more detail e.g. phonological details, rime neighbours. Phonological aspects of words are represented early in life but are not grouped by features until later.

Question 43

How is rime onset feature not universal across languages?

Answer 43

In some languages there is preference for larger/smaller units depending on the phonological characteristics of the spoken language. This means that rime-onset awarness is important in languages where onset-rime is important for distinguishing between phonologically close neighbours e.g.cot-pot and cop-kit.

Question 44

Goswami et al (2001)

Answer 44

English vs German: German is very transparent and uses the phonological route- means that they are slower to recognise long chunks as they attempt to sound them out in full. English: Opaque so use phonological and lexical route- learn to use various grain sizes regularly to aid recognition.

Question 45

Paulesu et al (2001)

Answer 45

Dyslexia varies across languages because of language transparency varying difficulty of g-p conversion and transparent (shallow) languages making spelling and phonological processing slower and more effortful for unfamiliar and non-words.