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Language and Communication > Learning To Read > Flashcards

Learning To Read Flashcards

1
Q

When was reading invented?

A

200 years ago

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2
Q

How long does it take to learn how to read?

A

10 years

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3
Q

What are the writing systems?

A

Alphabetic, syllabic and logographic

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4
Q

Examples of alphabetic writing systems

A

English, Cyrillic and Hebrew

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5
Q

Examples of syllabic writing systems

A

Consonants and Vowels represented by characters e.g Thai and Burmese

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6
Q

Logographic writing systems

A

Symbols represent whole words/ parts of words e.g. Chinese and Japanese

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7
Q

Orthographic depth is

A

How the brain solves the problem of reading

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8
Q

Deep orthographic depth

A

A lot of exceptionality in the relationship between letters and sounds e.g. English

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9
Q

Shallow orthographic depth

A

Exactly one phoneme for every grapheme e.g. Cyrillic alphabet

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10
Q

Middle orthographic depth

A

One phoneme for every grapheme but some exceptions e.g. Placement of stress in Italian

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11
Q

How much percentage of English can neural network learn

A

80%, rest are exceptions (20%)

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12
Q

Seymour et al (2003) study in Scotland details

A
  • children at end of year 1
  • European, Scottish High SES and low SES
  • shallow and deep orthography
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13
Q

Seymour et al (2003) findings

A

Shallow words better and quicker reaction time for shallow and high SES

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14
Q

Limitation with Seymour et al (2003) Scotland and EU children study

A

Scots aged 4-5 in year 1. European children go to school later so may be better because older

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15
Q

Spencer and Hanley (2004) Welsh and English speaking study details

A

29 Welsh speaking and 22 English speaking reception age
Tested 3x in November, March and June
Read 30 common words, half irregular spellings e.g of, have

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16
Q

Spencer and Hanley (2004) findings

A

Welsh at term 2= 40% vs 3% English

End of 1st year- 15% English, 60% Welsh

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17
Q

Strengths of Spencer and Hanley (2004) Welsh study

A

Children start school at same age and no difference in SES

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18
Q

PISA test

A

Done every 2 years
Test at age 15
20% 15 year olds in EU lack functional literacy

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19
Q

Implications of PISA test findings (20% 15 y.olds)

A

More likely unemployed be less likely to vote

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20
Q

Methods of reading instruction

A

Phonics based approaches and whole word approaches

21
Q

What is the phonics-based approach of learning to read?

A

Learn systematic correspondences between letters and sounds

Simple words presented over and over

22
Q

Limitations of whole word approach

A

Spoken language is innate, not reading and children need to know relationship between letters and sounds

23
Q

Review against whole word approach

A

NRP (2000) phonics produce significant benefits from kindergarten -> year 6

24
Q

Strengths of phonics

A

NRP report, 2006- implemented as law from Rose Review (800+ responses)
10 min a day intervention groups
Phonics screen- keep increasing (58% 2012 now 77% 2015)

25
Q

Becoming a skilled reader

A

Learning alphabetic principle is critical for reading success

26
Q

Alphabetic principle

A

Orthography-> phonology -> semantics

27
Q

Which meta-analysis showed two pathways in the brain for reading?

A

Taylor, Rastle and Davis (2012)

28
Q

What two pathways did Taylor, Rastle and Davis (2012) find for reading?

A

Dorsal ( print-> sound) and ventral ( print-> meaning)

29
Q

Visual word form area (Dehaene et al, 2003) BOLD response shows

A

Neurones subserving object perception in left mid-fusiform gyrus will become more specialised for recognising written words as we develop greater skill

30
Q

Stanford longitudinal study (Ben-Schachar et al, 2011) details

A

53 children, 7-12 years FU 4 years

Annual assessments and brain scans

31
Q

Findings of Stanford longitudinal study (Ben-Scharchar et al, 2011)

A

Children reach cluster volume in area in VOT at about age 15

32
Q

What else did Stanford longitudinal study find

A

Words embedded in noise. Older= more sensitive as they are more experienced readers

33
Q

Developmental dyslexia DSM-4 diagnosis

A
  • reading achievement substantially below persons age, intelligence and age-appropriate education
  • disturbance significantly interferes with academic achievement or activities that require reading skills
34
Q

Limitations of DSM-4 diagnosis of developmental dyslexia

A

Criteria not specific to someone with dyslexia-loose language

35
Q

How is dyslexia measured

A

Non-standardised tests of word and non-word reading, text reading and comprehension, spelling

36
Q

Cut of for impairment (dyslexia) varies

A 
1 SD (16% population)
2 SD (3% population)
37
Q

Problems with assessment of dyslexia

A

Doesn’t tell us what dyslexia is or how it arises- problematic

38
Q

ROSE review (2009) dyslexia definition

A

Learning difficulty that primary affects skills involved in accurate and fluent word reading + spelling

39
Q

Rose review (2009) findings

A

Difficulties in phonological awareness, verbal memory and verbal processing speech

40
Q

What is a good indication of severity and persistence of dyslexia

A

Examining how well they respond to well-founded intervention

41
Q

Phonological deficit hypothesis

A

Specific deficit in the phonological language domain (verbal STM, non-word repetition, tasks requiring phonological skills, reading and spelling)

42
Q

When are the phonological difficulties notably revealed

A

Non-word reading performance e.g (gabe, Vib, slint)

43
Q

Rack et al (1992) tests appreciation between letters and sounds

A

Not an equal distribution: must have significant problems reading non-words

44
Q

Plaut et al (1996) where do dyslexics lack mapping?

A

Orthography-> phonology

45
Q

Challenge by Castles and Coltheart (1993) to phonological deficit hypothesis

A

Subset of developmental dyslexics that don’t have difficulty reading non words and therefore no phonological deficit

46
Q

Manis et al (1996) reply to castle and Coltheart (1993) criticism

A

If subset exists, it’s rare and seem to have reading DELAY rather than disorder

47
Q

Most recent meta- analysis regarding dyslexia

A

Melby- Lervag et al (2012): 235 studies, youngest child= 5.

48
Q

Dyslexia debate (Elliot et al)

A
  • no accepted way of diagnosis
  • ambiguity in use of term
  • interventions effect for everyone
  • term doesn’t give us anything- children need help with severe problems and aren’t diagnosed (need extra information, not just label)

Language and Communication (5 decks)

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