EXAM 2: Reading Development

Question 1

Reading

Answer 1

Basis for acquisition of knowledge
Learning to read becomes read to learn around 2nd-3rd grade

Question 2

Reading gap

Answer 2

only 50% of students can read at grade level compared to 90% target

Question 3

Things needed for reading

Answer 3

Knowing spoken language
knowing directions

Question 4

Decoding

Answer 4

Being able to go from written form to speech
Can you sound it out?

Question 5

Decodable words

Answer 5

Follows phonics rules
Rule applicable, can be sounded out and can figure out meaning
i.e. cat

Question 6

Nondecodable words

Answer 6

Cannot figure out the meaning, unable to sound it out
Must memorize word to recognize
i.e. yacht

Question 7

3 important things for reading

Answer 7

1.Decoding
2. Language comprehension (ability to understand spoken words)
3. Reading comprehension (ability to understand written text)

Question 8

Alphabetic writing system

Answer 8

Symbols represent sound/phoneme
i.e. English

Question 9

Syllabic writing system

Answer 9

Symbols represent syllables
i.e. Japanese

Question 10

Morphophonetic writing system

Answer 10

Symbols represent morpheme (meaning and sound)
i.e. Chinese/Kanji

Question 11

Shallow orthographics

Answer 11

Consistent relationship between grapheme and phoneme (symbol and sound)
Sound-symbol relationship regular
Easier to learn

Question 12

Deep orthographics

Answer 12

Inconsistent relationship with grapheme and phoneme (symbol and sound)
Sound-symbol relationship irregular
i.e. yacht, aisle
Harder to learn

Question 13

Erskine (2003)

Answer 13

If orthographic depth has impact on reading acquisition in alphabetic system
Result: Shallow: EASIER
Deep: HARDER

Question 14

Phonological awareness

Answer 14

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

Question 15

Syllables

Answer 15

Onset, Vowel, Coda
onset: BEFORE vowel
vowel: NUCLEUS
coda: END of word

If coda is same, it rhymes

All syllables must have a vowel

Question 16

Phonological awareness tasks

Answer 16

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)

Question 17

Phonics

Answer 17

Grapheme (symbol) and phoneme (sound) relationship

Question 18

Phonics instruction

Answer 18

Method of teaching students to decode words to read
Easier to done with shallow orthographics

Question 19

Grapheme

Answer 19

Individual letter and letter combinations that represent a phoneme
Can be controversial if one grapheme represents multiple sounds

Question 20

Digraph

Answer 20

2 letter combination corresponding to 1 sound (CH)

Question 21

Dyslexia

Answer 21

Affects how brain processes WRITTEN language, doesn’t affect LANG COMP

Question 21

Hyperlexia

Answer 21

Advanced and unexpected reading skill beyond one’s age
Regular word rec, comparatively lower lang comp

Question 22

Sergers (2018)

Answer 22

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

Question 23

Lefeure (2001)

Answer 23

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

Question 24

Oral language and literacy development

Answer 24

Foundation of reading
almost 5.2 year difference of reading level for different oral language development
ORAL LANGUAGE CRUCIAL FOR READING DEVELOPMENT

Question 25

Vocabulary and reading

Answer 25

More vocab, more reading
helps with word decoding

Question 26

Bathazar (2018)

Answer 26

Sentence:
Rachel carson, who was a scientist, writer, and ecologist grew up in a rural town of springdale.

Question: What do you know about carson?

Answer: They grew up in the same town

Doesn’t know relative complex clause, impacts reading development

Question 27

Child external factors

Answer 27

Race, ethnicity, SES

Question 28

Lexical route/Direct access

Answer 28

Directly accessing meaning from print, top down processing
unable to do this for unfamiliar/new words

Question 29

Non-lexical route/phonological access

Answer 29

Access meaning by phonologically breaking down the word and sounding it out
bottom up processing

Question 30

Surface dyslexia

Answer 30

Phonologically reliant
Cannot access lexical route
Difficulty with irregularly spelled words
Can read non words and regularly spelled words

Question 31

Deep dyslexia

Answer 31

Lexically reliant
Cannot access phonological route
Usually accesses words via memory
Cannot read non words

Question 32

Phonological dyslexia

Answer 32

Deep dyslexia
Also lexically dependent
Trouble associating sound to symbol