learning written language

Question 1

orthography

Answer 1

written language

-have to map symbol onto corresponding unit of sound

Question 2

what will affect your ability to read?

Answer 2

you have to know what the visual symbol represents

logographc –> alphabetic –> orthographic

Question 3

logographic

Answer 3

arbitrary link and reliance on visual cues

Question 4

alphabetic

Answer 4

read using letter sounds - decoding

Question 5

orthographc

Answer 5

can recognise morphemes and words

Question 6

Gough + tunmer 1986 - simple view

Answer 6

reading comprehension is product of 2 skills
read to understand message
- how fluent depends on how quickly transform into sound

Question 7

Scarborough 2001

Answer 7

reading rope

• reciprocal relationship word recog + language compregension
• more you read more vocab increases

Question 8

alphabetic principle

Answer 8

to decode - have to understand words made of phonemes

-learning letter sounds - decoding - hold in STM - blend together

Question 9

Transparency

Answer 9

decoding complicated by words island - dont conform to letter mapping sound rules

english is opaque/deep orthography - complicated by lots of words that dont follow rules

Question 10

Caravolas 2013 - cross linguistic studies

Answer 10

english, spanish, Czec - vary transparancy

• rate of early reading slower in english
• PA less important in english, RAN more importat
• when only english instuction learning alphabet = similar reading
• when instruction for others - sudden spurt
• slower growth english

-initial reading predicted by PA, LSK, RAN (LSK less english)

Question 11

predictors of decoding

Answer 11

reading = read word silent + select correct picture

• phoneme awareness
• rapid automatised naming
• letter sound knowledge

Question 12

PA

Answer 12

phoneme isolation

phoneme blending

Question 13

RAN

Answer 13

show matric + ask to name as fast as possible - turn visual symbol to verbal label

Question 14

LSK

Answer 14

provide sounds for visual letters

Question 15

Hulme 2012

Answer 15

intervention to promote LSK + PA

- improved reading

Question 16

mediation analysis

Answer 16

increases in literacy FULLY caused by increases in LSK and PA

Question 17

slight word reading

Answer 17

automatically recognise words
non word reading tests - cant rely on experience

skilled reader - orthographic learning

Question 18

Share 1995 - self teaching hypotheiss

Answer 18

children teach selves via decoding - creates connection between spoken + written (orthographic mapping)

• asked to read novel word in context several times - tested whether leart using choice task
• learnt quickly
• ability to decode novel word correlated with learning written form
• spelling practice improves OL

Question 19

irregular words

Answer 19

partially decided + use context
L-DRC model - semantics + lexical info

knowing spoken form of Irreg predictor of reading, knowing meaning wasnt
knowing meaning, not spoken was predictor

Question 20

training studies

Answer 20

phonological + semantic pre training – better aloud novel irregular words than phon alone

Question 21

Wang

Answer 21

compared phonological training to phon/semantic
- should teach both before showing visual

activation of correct pronunciation receives boost by activation of phon + semantic info learnt pre-training

Question 22

bridged inference

Answer 22

have to get info from different areas of text

Question 23

elaborative inference

Answer 23

dont haev to make to understand but can do with info

Question 24

lexical legacy hypothesis

Answer 24

key is reading experience - makes high quality representations
-frees resources for comprehension

Question 25

Rawson 2005

construction-integration model

Answer 25

linguistic - how put words together + understand
microstructure - build sentences to phrases
macrostructure - overall gist

Question 26

development

Answer 26

younger - focus building orthographic lexicon - decoding + recognising
older - how well understand in spoken form

Question 27

reading systems framework

Answer 27

knowledge - linguistic, ortho, general
processes that you apply - decoding, meaning retrieval, inferencing
cognitive system - processing resources

Question 28

hhigher level processes

Answer 28

inference making
WM and inhibition
attention allocation

Question 29

inference making

Answer 29

critical for coherence

anaphoric inference - have to work out who “he” is referring to and “them”

Question 30

necessary inferences

Answer 30

cohesive - text based
coherence - knowledge based
combo - of text + knowledge
elaborative - knowledge

Question 31

Cain 1999

Answer 31

CAM design - older group poor comprehension vs younger typical
-older group less skilled at inferences

lower skills feed into monitoring + inference making

Question 32

working memory

Answer 32

determines how much info can be kept active - have to keep active to inference

Question 33

attention allocation

Answer 33

involved in comprehension monitoring

• poor attention:
• less suscrptile to motor compregension
• more susceptible distracted by detail
• more difficulty detecting break in coherence

Question 34

Clarke 2010

Read me project

Answer 34

compared 3 types of intervention

• oral language
• text comprehension
• both

all led to reading comprehension gains
-oral language best - boosted vocab