EXAM 2: Reading Development Flashcards
Reading
Basis for acquisition of knowledge
Learning to read becomes read to learn around 2nd-3rd grade
Reading gap
only 50% of students can read at grade level compared to 90% target
Things needed for reading
Knowing spoken language
knowing directions
Decoding
Being able to go from written form to speech
Can you sound it out?
Decodable words
Follows phonics rules
Rule applicable, can be sounded out and can figure out meaning
i.e. cat
Nondecodable words
Cannot figure out the meaning, unable to sound it out
Must memorize word to recognize
i.e. yacht
3 important things for reading
1.Decoding
2. Language comprehension (ability to understand spoken words)
3. Reading comprehension (ability to understand written text)
Alphabetic writing system
Symbols represent sound/phoneme
i.e. English
Syllabic writing system
Symbols represent syllables
i.e. Japanese
Morphophonetic writing system
Symbols represent morpheme (meaning and sound)
i.e. Chinese/Kanji
Shallow orthographics
Consistent relationship between grapheme and phoneme (symbol and sound)
Sound-symbol relationship regular
Easier to learn
Deep orthographics
Inconsistent relationship with grapheme and phoneme (symbol and sound)
Sound-symbol relationship irregular
i.e. yacht, aisle
Harder to learn
Erskine (2003)
If orthographic depth has impact on reading acquisition in alphabetic system
Result: Shallow: EASIER
Deep: HARDER
Phonological awareness
Children’s knowledge of internal sound structure of SPOKEN language, awareness of sound structure of language
Correlates with decoding and reading
Assessed with syllables and rhyme
Syllables
Onset, Vowel, Coda
onset: BEFORE vowel
vowel: NUCLEUS
coda: END of word
If coda is same, it rhymes
All syllables must have a vowel
Phonological awareness tasks
Phoneme isolation (recognizing individual sounds)
Phoneme identity (recognizing common sounds in different words)
Phoneme categorization (odd one out)
Phonemic blending (Combining separate sounds into a word)
Phoneme segmentation (Breaking word into sound by tapping it out)
Phoneme deletion (Deleting specific phoneme)
Phonics
Grapheme (symbol) and phoneme (sound) relationship
Phonics instruction
Method of teaching students to decode words to read
Easier to done with shallow orthographics
Grapheme
Individual letter and letter combinations that represent a phoneme
Can be controversial if one grapheme represents multiple sounds
Digraph
2 letter combination corresponding to 1 sound (CH)
Dyslexia
Affects how brain processes WRITTEN language, doesn’t affect LANG COMP
Hyperlexia
Advanced and unexpected reading skill beyond one’s age
Regular word rec, comparatively lower lang comp
Sergers (2018)
Direct or indirect relationship between semantic ability and levels of phonological awareness impacts reading for children with dyslexia
Results:
Phonological ability related to semantic ability, greater semantics, better decoding
Lefeure (2001)
Direct teaching vs. Joint book reading?
Early literacy experience support later literacy acquisition both by socializing literacy behaviors and teaching reading skills
Benefits of direct teaching are short term while benefits of joint reading are long term
