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Childhood Studies > Language and literacy studies > Flashcards

Language and literacy studies Flashcards

1
Q

Werker and Hensch 2015

A

Critical periods, week 1

  • lifetime plasticity
    • but timing of attunement maybe under maturational control (gestational not birth age) suggesting opening of CP
  • ‘infants have perceptual biases, learning mechanisms and neural systems that orient them to language’
    • this provides initial foundation for categorisation, become attuned to properties of native language
  • molecular brakes provide stability - if can identify and remove, reopen plasticity
  • mental illnesses including language impairments (schizophrenia, autism) share defects in triggers and brakes regulating CP timing
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2
Q

Pinker 2007

A

‘the most remarkable thing we do with language is learn it in the first place’

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3
Q

Sociolinguistics and bilingualism, Whitehead 1990

A

Must not pressure into using only English

  • need A language for thinking, planning, social interactions, cognitive development
  • undermines self-esteem and confidence if don’t see representation of first language
  • beware of presenting ‘other’ language in disrespectful context - the power and influence of language, dialect and accent
  • consider multilingualism (very common!) as an asset - increased linguistic awareness, cultural sensitivity, cognitive functioning
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4
Q

Coltheart et al 2001

A

Dual-route cascaded model of reading and writing

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5
Q

Key players in behaviourism/cognitive/nativist

A

Skinner - 50s-60s
Piaget - 30s
Chomsky - 60s

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6
Q

Fenson et al 1993

A

Measure of vocabulary size
Created the MacArthur-Bates Communicative Development Inventory
- identifies critical mass of words, word explosion

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7
Q

Brooks and Kempe 2012, how infants discover words

A
  • prosodic and phonological cues, rhythmic properties of language
  • distributional information - statistical probabilities with regularly heard syllable combinations learned faster, and words heard in isolation learned faster (eg own name)
  • should be really hard to learn words! phonemes rarely heard in isolation but in words in streams of speech
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8
Q

Kuhl et al 2008

A

Better sensitivities to native vs non-native contrasts at 6-12 months predictive of better language learning outcomes at 2-3 years

  • sensitivity to non-native contrasts not good
  • tune into native language instead
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9
Q

Werker and Tees 1984

A

6-8 month olds from English homes can distinguish non-native contrasts
10-12 month olds cannot

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10
Q

Mehler 1988

A

Newborns can distinguish native vs non-native languages, and have preference for native
- learn the phonotactic foundations - which sounds ‘legal’ in your language

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11
Q

Pinker 1994

A

Foetuses in utero can process sounds, and learn prosodic properties and melody of native language

  • distinguish language vs noise
  • distinguish mother vs non-mother
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12
Q

Sheridan 1997 (normal development of language needs)

A

Needs:

  • play
  • attention and listening
  • understanding of language
  • expression of language
  • intelligibility
  • pragmatics
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13
Q

Abreu et al 2014

A

Bilingualism may be protective against the cognitive limitations present in SLI in monolinguals

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14
Q

Lees and Urwin 1992

A

Delay
- child should catch up
Disorder
- persistent deficit, with mismatch between language and other skills
- suggested by eg order mistakes, or vowels affected in intelligibility
- receptive, expressive, or mixed disorders

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15
Q

Bishop 2006

A

Causes of SLI in children
(7%ish prevalence, depending on criteria and age thresholds)

  • Genes - tends to run in families, MZ twins more than DZ twins. Commonly one MZ twin will meet diagnostic criteria, other twin will not but still evidence of language difficulties - categorising as SLI/not is not useful.
  • no one gene for language
  • not simple inheritance
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16
Q

Bishop 2002

A

Heritability estimates of SLI 0.5-0.75

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17
Q

Fisher 2005

A

One gene for SLI? NO

FOXP2 is regulatory gene of other genes, affects development of many organs inc brain systems for speech and language

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18
Q

Graves 2003

A

Environmental factors in SLI

  • mother’s educational level
  • nutrition
  • varied types of language interaction and socialisation
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19
Q

Taylor and Taylor 1990, word acquisition

A

Pragmatic factors affecting word acquisition

  • simple short words before long complex
  • gross before subtle distinctions
  • most obvious things first
  • personal before non-personal
  • here and now before that which is dispersed in time and space
  • concrete before abstract
  • frequent and familiar first
  • regular before irregular forms
  • items in isolation before relationships
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20
Q

Harley 2014, early categorisation

A

Over/undergeneralisation

- a result of restricted understanding/perception, or a result of restricted vocabulary

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21
Q

Harley 2014, un-taught generalisations

A

Children able to complete:
‘This is a wug. Now there are two, there are two _.’
- can do this from very young age
- though clearly never taught the word ‘wugs’

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22
Q

Bialystok and Hakuta 1994

A

Types of bilingualism - simultaneous, early sequential, late sequential

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23
Q

Willet 1995

A

Languaculture

  • language and culture inseperable, must consider together
  • language of instruction matters
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24
Q

Drury 2000

A

Case study of Samia

  • early developmental stages of learning English
  • unable to successfully interact with peers, though more confidence with adults (importance of one-to-one interaction)
  • Samia’s attempts at English not responded to by peers
  • rehearses at home ‘school game’ with younger brother (code-switching to keep him engaged), and doll play
  • uses more complicated and experimental language when alone
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25
Q

Tabors 1997

A

Double bind

  • communicative competence and social competence
  • each is necessary for the development of the other
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26
Q

Sharpe 1992

A

Keys for successful language:

  • communication
  • culture
  • confidence
  • context
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27
Q

Immersive language techniques

A
  • Bruck et al 1976 - Montreal study of English-speaking children taught exclusively in French from day one. Found very beneficial to language learning, and all areas of development including eg maths.
    (may be overwhelming all at once)
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28
Q

Harley 2014, why is learning a second language difficult?

A
  • outside of critical periods (syntax and phonemic differences)
  • less time and motivation once already have L1
  • varying difficulty depending on how closely related the languages are
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29
Q

Harley 2014, organisation of bilingual language system

A

Separate stores model

  • separate lexicons, phonemic stores, syntactic processing
  • Kirsner et al 1984

Common store model

  • one lexicon, one semantic memory system
  • semantic priming to facilitate between languages
  • Altarriba 1992
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30
Q

Kirsner et al 1984

A

Evidence for separate stores model of bilingualism
- repetition priming (facilitation gained by repeating a word) has greater and longer lasting effects within than between languages

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31
Q

Altarriba 1992

A

Evidence for same store model of bilingualism

- equivalent words share an underlying semantic representation to moderate priming between words

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32
Q

Rubenstein et al 1971

A

Pseudohomophone effect
- nonwords that sound like words (eg brane not brain) more confusable than other nonwords

  • effect eliminated by alternating letter cases - Pring et al 1981 - so visual appearance matters, its not just phonological recoding
33
Q

Glushko 1971

A

Lexical effects on nonword reading
- nonwords with irregular neighbours (eg ‘tave’ has ‘rave’ and ‘pave’ but also ‘have’) are slower to name than nonwords with only regular neighbours (eg taze)

Phonological effects on word reading

  • regular and irregular words affected by phonology of their neighbours
  • eg if ‘hint’ then ‘pint’, pronounce as first word
34
Q

Haber and Haber 1982

A

Silent reading

  • tongue-twisters take longer to read
  • and hand-twisters in sign language
  • so silent reading generates phonological code
35
Q

Kay and Marcel 1981

A

Nonword pronunciation affected by priming word
- ‘bead’ or ‘head’ vs ‘yead’, get different pronunciation of ‘yead’

+ true for semantic relatives

  • Rosson 1983
  • ‘feel’ (associated with touch) or ‘sofa’ (associated with couch’ cause different pronunciation of ‘louch’
36
Q

Ehri 1992-1997

A

Stages of reading

  • pre alphabetic phase - visual recognition of word only
  • partial alphabetic phase - some letters associated with sounds, eg first and last letters, but can’t segment out word
  • full alphabetic phase - complete connections between letters and sounds, can read new words
  • consolidated alphabetic phase - words known by sight, so no need for GPC
37
Q

Ellis and Young 1996

A

Dual route model of reading

- can’t be true, as lexical effects in nonwords and regularity effects in words

38
Q

Hulme and Snowling 2015

A

For any alphabetic language, need to learn:

  • phonemic awareness
  • letter-sound awareness
  • rapid automatised naming
  • letter sound training and phonological awareness training helps dyslexics
39
Q

Phonological skills teaching?

A

Necessary - Bradley and Bryant
Not enough - Stuart et al 2003 - half of the top 100 most frequently used words are exceptions to the rules (+ needs to be interesting)

  • 2006 Rose Review - need both routes supported
40
Q

Baran and Strawson 1976

A

Pronunciation regularity affects naming speed

  • list of regular words named faster than frequency matched irregular words
  • support for ‘rate’ concept in dual-route model of reading, where there is conflict when lexical routes slow
41
Q

Seidenberg 2013

A

Why such poor reading skills in US?

  • intrinsic properties of English - deep orthography
    • NO - Hanley et al 2004 - harder decoding but no comprehension disadvantage. Plus other English-speaking countries are fine, and simple inflectional system in spoken language makes up for it.
  • poor teaching of reading - mismatch between reading science and educational practice
  • Black-White achievement gap - because of SES? or use of AAE at home and SAE at school confusion?

Poor literacy -> reduced workforce participation, difficulty managing healthcare, difficulty in advancing children’s education

42
Q

Gough and Turner 1986

A

Simple view of reading

  • scale on y axis Spoken language skills
  • scale on x axis Word reading
  • so successful reading top right, poor comprehension bottom right, generally poor reading bottom left, dyslexia top left
43
Q

Colenbrander et al, ongoing

A

The MORPH project

  • RCT comparing motivated reading to morphological instruction (structured word inquiry)
  • found in morphological reading, improvements in both interventions - but MR better for those who begin as weaker word readers, SWI better for those who begin as better word readers
  • for morphological spelling, no significant difference in year 3 (maybe just too hard?) and MR more effective in year 5
  • suggests SWI just too hard for lowest level spellers
  • MR best for both (more fun)

Results only so far!!

44
Q

Bowers and Kirby 2009

A

Morphological instruction beneficial to vocabulary acquisition
- children make use of known vocabulary in reading and learning new words

45
Q

Hurry and Sylvia 2007

A

RCT of Reading recovery vs Phonological intervention

  • found initial improvements in both groups, especially RR
  • but four years on, neither groups show significant improvements in reading scores
  • so need ongoing support, not just early intervention
  • Matthew effect - initial non-readers make less progress than those with some initial ability - RR best for non-readers esp
46
Q

Department for Education, 2017

A

Statutory framework for EYFS

  • sets out prime areas to be met - inc communication and language
  • and how they should be met - literacy

(curricula approach)

47
Q

Tickell, 2011

A

Review of EYFS in 2011, with reccommendations leading to some of the changes in 2017
- right to separate communication and language (concrete skills, experience expectant) from literacy (experience dependent)

48
Q

Torgerson, 2007

A

Systematic review of reviews

  • solid evidence in support of synthetic phonics teaching (though methodologically stronger studies found less significance)
  • parents have modest effect on child literacy, by reading aloud to children and peer tutoring
49
Q

Whitehead, 1990 - the early years practitioner

A
  • promote mutual contact and conversations with adults - singing, bird-watching, gardening, building etc
  • overemphasis on early years (<3) goals will impede attachment forming, exploration of environment and play
  • early development is holistic, can’t interrupt it to focus on language and literacy
  • storytelling and book reading
  • writing and reading messages, labelling the environment
  • avoid ‘handing in’ work for marking too much, give space for private work
50
Q

Clark and Teravainen, 2017

A

2016 Literacy survey, reading enjoyment

  • why it matters
  • who enjoys - 70% children now, highest result yet. More girls than boys. Enjoyment % halves as age from 8-11 -> 14-16, and gap between boys and girls increases with age. White ethnic backgrounds enjoy the least, Asians enjoy the most.
  • teenage boys on FSMs enjoy the least, particular concern
51
Q

Duncan et al, 2017

A

Poverty hinders healthy development

  • family and environmental stress perspective (stress response, impairs cognitive functioning). Elder 1974 ->
  • resource and investment perspective. Becker 1991, household production theory
  • cultural perspective. Lewis 1969, culture of poverty
  • reduced academic skills and attainment in poorer children, especially younger children (1997)
52
Q

Duncan et al, 2010

A

Adults who were poor as children

  • 2 years less schooling
  • earned <50% as much
  • worked fewer hours
  • received more food stamps
  • 3x as likely to report poor health
53
Q

National Literacy Trust 2015, Health literacy

A
  • the ability to read info and advice about health and illness
  • in low literacy, 18x more likely to take prescriptions incorrectly, less likely to understand symptoms of condition, more likely to rate health worse
  • impact on mortality and morbidity
54
Q

Favilli and Cavallo, 2011(?)

A

Goodnight stories for rebel girls

- published following the gendered nature of children’s storybooks

55
Q

Mynott et al, 2001

A

Literature review and case studies of all UK library authorities, found:

  • public libraries support children’s development, improve reading skills, help them grow intellectually, socially, culturally - parents, teachers, librarians agree, but not the decision makers
  • continuing reduction in levels of professional staff
  • ‘A place for children’
  • to improve - ICT use, support for those with special needs, support for those from multicultural backgrounds
56
Q

McKechnie, 2000

A

Ethnographic observation of library use by preschoolers

  • libraries especially important to preschoolers, as the only universally available public agency to them
  • 30 nearly-4-year-old girls, observation (visual and recorded), diaries kept by mothers, follow-up interview with mothers

Found

  • books shared and used independently throughout the day and at bedtime
  • Ellissa - knowledge of books, and knowledge of the world increased (The Very Hungry Caterpillar, recognised and metamorphosis)
57
Q

Creese, 2015

A

Prison literacy

- 50% adult prisoners have literacy skills at the ‘appropriate level for succeeding in employment’

58
Q

NACRO, 2011

A

Youth justice

  • 25% young offenders have special needs
  • 33% not able to read to a skill level appropriate to their age
  • 18% have very limited vocabulary and/or word retrieval difficulties
59
Q

Lietz, 2006

A

Review of 139 international studies for gender differences in assessment
- found girls do better than boys in every secondary school assessment
(only not true when girls have restricted access to education)
- because of societal expectations?
- the Matthew effect, creates ‘vicious cycle of attainment’ as improve in eg reading and writing, improve in other skills and development

60
Q

Taylor and Taylor 1990

A

In bilingualism, both common and separate stores model

- common store for cognates (‘silence’), separate for abstract words

61
Q

Treiman 1994

A

Beginning to spell

  • study of first two years at US school and interprets spelling errors to show processes
  • as spelling improves, more conventional spellings, less phonological spellings
  • so start to teach with phonological spellings, but will need to unlearn for conventional
62
Q

Harley 2014, how should reading be taught

A
  • age unimportant - no side effects if late and will catch up quickly - Rayner and Pollastek 1989
  • traditional approaches (look and say, or alphabetic/phonic method)
63
Q

Johnston and Watson 2004-5

A

Synthetic phonics best method for teaching reading

  • learn to read and spell better, and hold the advantage years later
  • teach all letters and sounds first, then build up words to blend constituent sounds
64
Q

Seymour and Elder 1986

A

Look and say method not effective in teaching reading

  • relies on association of sound of word with visual pattern
  • only learning to read the taught words, so frequent errors
65
Q

Elliott and Gibbs 2008

A

Dyslexia as a term should be abandoned

  • no clear criteria, arbitrary cutoff
  • many difficulties common in younger ‘normal’ children - pathologising?
  • IQ not useful to differentiate
  • research based on those with reading difficulties, not dyslexia
  • the support that helps ‘dyslexics’ helps all children with reading difficulties - why bother naming it?
66
Q

Lovegrove et al 1986

A

Magnocellular pathway (visual processing) in dyslexia

  • problems in controlling and focussing eyes
  • other research (Stein) says training eye fixations help improve reading
67
Q

Demonet et al 2004

A

Definition of dyslexia

  • mainstream hypothesis that deficit of access to and manipulation of phonemic language units in long term memory
  • also magnocellular hypothesis, cerebellar disfunction, genetics, brain architecture
68
Q

Castles and Coltheart 1993

A

Three subtypes of dyslexia

  • surface (lexical procedure difficulties, bad at irregular words)
  • phonological (GPC difficulties, bad at nonwords)
  • mixed
  • Harley 2014 - consensus that continuum from surface to phonological
69
Q

Goswami et al 2005

A

German has more consistent spelling-sound correspondences

  • German children retain phonological awareness after a year of reading instruction, English children lose and focus more on rime instead
  • reciprocal relationship between reading abilities and phonological awareness

Goswami 1990s

  • read by analogy first, then phonological recoding
  • identify large units (onset, rime) before phonemes
  • ability to identify rhyming words predictive of future reading abilities
70
Q

Brown and Deavers 1999

A

(along with most other research)

  • disagreement with Goswami
  • less skilled readers use GPC, then move on to read by analogy using rime
71
Q

Brooks and Kempe 2012, deaf children learning language

A
  • cochlear implants, need to be in before 7, pref before 3, or close CP for auditory language learning, needed for neural development of auditory system. Usually at 7-12 months old now.
  • sign languages - natural languages with prosodic, phonological, morphological, syntactic structure
  • individual signs have 5 elements - HOLME
  • engages same brain structures as spoken languages, left hemispheric region either side of Sylvian fissure
72
Q

Ertmer and Inniger 2009

A

2 children implanted with CIs before age 2

  • progression of babbling -> word production -> combining words faster than hearing children
  • so potential to catch up with peers once hearing restored
73
Q

Pettito et al 2001, 2004

A
  • if exposed to signing deaf parents, normal progression of linguistic milestones
  • low-frequency hand movements in space used for signing in rhythm corresponding to sign syllables
74
Q

Bonvillian 2000

A
  • first signs in deaf babies appear before first words would in spoken language
  • motor prerequisites achieved sooner
75
Q

Goldin-Medow 1998

A

Home sign

  • for social interaction if not taught official sign language
  • (can be confusing, as gestural input with spoken languages can conflict with home signs)
  • deaf infants have consistent gesture ordering, with verbs and nouns
  • adults inconsistently order
76
Q

Mayberry 2007

A
  • processing differences between early and late signers persist even decades later
  • early signers more rhythmic prosody, better sensitivity to phonemic contrasts, faster identification of vocabulary
  • native signers can also become fluent in spoken languages, yet late-signers fail to become proficient in either

(1993) - even adults who become deaf in later life are more successful at acquiring sign language than late signers born deaf - early language input essential, neural plasticity diminishes without stimulation

77
Q

Kroll and Stewart 1994

A

Asymmetric translation of bilinguals

  • L1 -> L2 by conceptual mediation, semantic factors influence speed of translation
  • backward translation -> L1 by word association, no semantic influence so faster
78
Q

Why not dual route model?

A

Pronouncable nonwords

  • pseudohomophone effect
  • regularity effect
  • priming words have effect

Words

  • affected by phonology of neighbours
  • regularity affects naming speed

Childhood Studies (6 decks)

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