Exam 2 Flashcards
(34 cards)
What is a simple view of reading?
reading consists of two components: decoding and linguistic comprehension
Decoding - refers to word recognition processes that transform print into words
Linguistic comprehension - process by which words, sentences, and discourses are interpreted
Why did Kamhi think this was a good definition of reading for now?
recently suggested that embracing the narrow view (decoding only) may provide a solution to the reading crisis in the US. The basic argument was that it is possible to eliminate reading failure if reading is defined narrowly as decoding abilities. Reading proficiency levels would be expected to reach 90%
What did Catts add to the definition of reading?
He pointed out that a narrow of reading promotes a broad view of comprehension that recognizes its complexity. Not only are there different levels of understanding (literal, analytic, creative) but comprehension also depends on thinking and reasoning processes that are domain and content specific rather than domain general. This is why the best predictor of comprehension is often familiarity with content knowledge domains.
What is the top-down model of spoken/written language comprehension?
in contrast to bottom down, this model emphasizes the importance of scripts, schemata, and inferences that allow one to make hypotheses and prediction about the information being processed. Familiarity with the content, structure, and function of the different kinds of spoken and written discourse enables the listener and the reader to be less dependent on low-level perceptual information to construct meaning. Top-down processes are especially important when reading partially illegible material, such as cursive writing.
What is the bottom-up model of spoken/written language comprehension?
view spoken and written language comprehension as a step-by-step process that begins with the initial detection of an auditory or visual stimulus. The initial input goes through a series of stages in which it is “chunked” in progressively larger and more meaningful units. Bottom-up processes are presumed to be necessary when reading isolated, decontextualized words, whereas top-down processes facilitate not only word recognition but also discourse-level comprehension
What is the interactive model of spoken/written language comprehension?
many language and reading theorists have advocated interactive models in which both bottom-up and top-down processes contribute to reading and language comprehension. An interactive model of reading comprehension, for example, would acknowledge that individuals must have proficient word recognition skills as well as higher-level linguistic and conceptual knowledge to be good readers. Whereas bottom-up and top-down models emphasize sequential processing, interactive models allow for parallel or simultaneous processing to occur. Later stages could thus begin before earlier stages have been completed. Although more complex than serial processing models, parallel processing models better reflect the types of processing that occur in complex tasks such as reading
What are the parallel processes for reading comprehension?
Visual input – phonological representation and visual representation, which both go to word meaning. Word meaning and sentence/text processing then interact back and forth. The end result is comprehension
If “sound or letter confusions are not necessarily caused by phonetic or visual discrimination problems” what could be going on?
Identification problems are the reason for the confusions. In spoken language the difficulty is learning which phonetic differences make a difference in meaning. In reading, the difficulty is learning which sounds are associated with which letters
What’s in your mental lexicon and how do you use it in speaking? and reading?
Defined as a mental dictionary that contains information regarding a word’s meaning, pronunciation, syntactic characteristics, and so on.
Speaking - accessed through a word’s phonological representation
Reading - phonological representation or directly by visual representation
How does knowledge of structure (syntax & morphology), prepositions, and the world help one comprehend reading?
a) structural cues - allows a person to break down words in the sentence and understand what is being said or read
b) prepositions - listeners and readers use their knowledge of predicates and their inherent arguments to construct prepositions
c) world knowledge - we can construct meaning by using situation-specific world knowledge as listeners and readers
What are some differences between spoken and written language?
1 - learning to read requires explicit knowledge of the phonological aspects of speech (correspondences beta phonemes and letters)
2 - reading is a comparatively new and arbitrary human ability for which specific biological adaptations do not yet exist
3 - we are socialized to use spoken language to communicate (not true for reading). Almost all humans are rearing in environments in which spoken language is the principal means for communication
other ideas: physical, functional, form, vocal, grammatical, processing
What are the stages of word recognition?
Logographic - children respond to visual features, do not understand letters
Alphabetic - begin to read words by processing sound-letter correspondences
Orthographic - use letter sequences and spelling patterns to recognize words by sight without phonological decoding
What is the problem with stage theories in word recognition?
- oversimplifies development
- does not account for individual differences
- Implies all words read or spelled at the same level but not true b/c some kids may be alphabetic level while others are at logographic, etc.
- Focuses on what children need to do, rather than on underlying understanding
What is the Self-Teaching Hypothesis?
idea that phonological decoding functions as a self-teaching mechanism that enables the learner to acquire the detailed orthographic representations necessary for fast and accurate visual word recognition and for proficient spelling. Although, direct instruction and contextual guessing may play some role in developing orthographic knowledge, Share and Stanovich argue that only phonological decoding offers a viable means for the development of fast, efficient visual word recognition.
*basically - this is how children learn to read and these authors claim that children teach themselves to read fluently
What are some misconceptions about comprehension development that are really important for the “reading to learn” stage?
- comprehension is a unitary, easily measurable skill that develops in discrete measurable increments over the school years
- comprehension is a unitary, generalizable skill that can be applied equally well to all tests
What 2 phonemic awareness tasks can kindergarten students do by the end of kindergarten accruing to Good, et. al and Torgesen & Morgan?
- segmentation of all the sounds in a three and four phoneme word (GOOD)
- Regular improvements in ability to blend individually presented sounds together form words (TORG & MORG)
What did Bird, Bishop, & Freeman determine about preschool children with speech and language impairments in terms of phonological awareness?
Researchers have cautioned that preschool children with speech and language impairments (SI and LI respectively) appear slower to develop phonological and phonemic awareness compared to their typically developing peers - elevating their risk for reading difficulties
How does the risk for speech and language impairments in terms of phonological awareness compare with children with LI?
The risk appears significantly higher for children with LI, according to ASHA, young children with LI are four to five time amore likely than their peers to have reading problems later in elementary school and beyond
What are the 3 reasons that phonemic awareness is important?
- it helps children:
1. understand the alphabetic principle and develop alphabetic knowledge
2. notice regular ways that letters represent sounds in words
3. become flexible decoders to decode even irregular words, and it makes it possible to generate possibilities for words in context that are only partially “sounded out”
List 3 ways to measure word recognition ability.
- word reading accuracy (both in and out of context)
- Phonemic decoding skills
- Reading fluency
What does explicit and systematic instruction mean? is this effective?
it includes modeling, guided practice, and immediate corrective feedback, and systematic instruction is based on a scope and sequence that moves from easier to more difficult tasks. This is effective especially when combined with other components of instruction.
What do we know about poor responders?
- low initial phonological awareness
- slow performance on rapid naming tasks
- attention and behavior problems
- poor phonological memory and orthographic processing
- low IQ or low verbal ability
What are the stage theories:
- logographic
- alphabetic
- Orthographic or automatic alphabet
What are some problems with the stage theories?
- do not seem to be supported by empirical evidence
- focus is primarily on what knowledge children need to become proficient readers rather than the mechanisms that underlie changes in reading proficiency
- Little attention is devoted to the actual development of the knowledge that characterizes these stages
- tent to oversimplify development and obscure individual differences
