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Developmental > Lecture 6 - Language Acquisition - Reading and Spelling > Flashcards

Lecture 6 - Language Acquisition - Reading and Spelling Flashcards

1
Q

Outline information processing reading to spelling

A

Reading: Print –> Speech. Meaning
Spelling: Speech, Meaning –> Print

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2
Q

Outline Graphemes and Phonemes

A

Graphemes = smallest constituents meaning
Phonemes = smallest constituents to speech
Map grapheme onto phoneme

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3
Q

Outline reading, writing and spelling

A

Secondary language skills
Build on speaking and listening
Instruction and oral language

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4
Q

What does reading rely on

A
  1. Phonological Skill = how we hear, speech sounds
  2. Vocab = build up mental lexicon
  3. Reading skill
  4. Reading comprehension
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5
Q

Outline Comprehension

A 
Comprehension an accuracy positively correlated in early reading acquisition 
Automatic reading gives resources:
Vocab breadth and depth 
Morphology - meaning 
Syntax - sentence structure and grammar
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6
Q

Outline the processes in early reading

A

Word reading = word recognition and decoding
Word reading complex = recognition, decoding and vocab for meaning
Reading = decoding x comprehension

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7
Q

How do we read?

A 
Recognise letters (memory)
Decode sounds (grapheme-phoneme)
Analogise to known words 
Predict words from grapho-phonemic context 
Memory and semantic context
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8
Q

Example questions to measure phonological awareness

A

Does the word have an ‘n’ sound?
Does it rhyme with ‘ten’?
What do these sounds make?

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9
Q

Outline visual communication

A 
Mapping symbols to language units 
Limited number symbols 
> Ambiguities 
> Limits features represented 
> Invent rules e.g. grammar, segmentation and irregular words
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10
Q

Effects of practice on learning to spell Conrad 2008

A

2 groups students. 1 reading intervention. 1 spelling intervention.
Spelling group performed consistently in spelling and reading
Teaching how to spell cant help but cover reading, encouraging grapheme to phoneme

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11
Q

Outline the conclusion of Conrad 2008 on the effects of practice on learning to spell

A

Transference from spelling to reading

Word-specific transfer across skill

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12
Q

Outline the models of reading and spelling development

A

Coltheart Dual Route Cascaded Model
Frith Stages Model
Ehri Phases Model
Gentry Spelling

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13
Q

What are the two routes in Coltheart Dual Route Cascaded Model

A

Lexical semantic/Sub-lexical route

Lexical non-semantic/Lexical route

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14
Q

Outline Lexical semantic/Sub-lexical route

A 
Not real world = feature and letter units 
Familiar words = automatic 
Regular words and non-words 
Grapheme --> Phoneme 
Serial processing
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15
Q

Outline Lexical non-semantic/Lexical route

A

Irregular words e.g. yacht
Orthographic input to phonological output and phoneme speaking system
Read words aloud, activation whole word
Info about word e.g. meaning, associations, frequency

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16
Q

What is processing for early readers

A

Letter units
Grapheme-Phoneme
Mapping on to sounds of language

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17
Q

Critiques of Dual Route Cascaded Model

A

How are different routes mastered?
When are they mastered?
Where does GP convertor come from?

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18
Q

Outline Dyslexia

A

Phono and Ortho Lexicon
GPC = speaking out words how they are spelt, rather than considering irregularities
Units

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19
Q

What are the 3 stages of Friths 1985 Stage Model

A

Logographic
Alphabetic
Orthographic

Developmental model. Environment key.

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20
Q

Outline the Logographic stage of Friths 1985 Stage Model

A

Process word like any other visual object/symbol
Instant recognition
Crude features e.g. shape or size
Not aware individual letters or combinations represent specific sounds.
Some idea of meaning

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21
Q

Outline the Alphabetic stage of Friths 1985 Stage Model

A 
Visually represent words in different format 
Mapping sounds 
Letter order and chronology 
Word attack skills 
Decompose unfamiliar/nonsense words
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22
Q

Outline the Orthographic stage of Friths 1985 Stage Model

A

Don’t need to sound out words on a regular basis
Do not need look at individual letters
Automatic

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23
Q

Outline Friths 1985 updated 6 Stage Model

A

Looks relationship between reading and spelling
Each step made multiple different focuses, looking both spelling and reading
Different stages of literacy development, different aspects of it will be more influenced by reading or spelling

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24
Q

Example of a stage on Friths 1985 updated 6 Stage Model

A

Stage 1
Reading more useful this stage
Understanding letters or reading mean something

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25
Q

Outline Frith 1985 stages critiques

A

Fails explain how changes occur
Ehri: orthographic = non-phonological
Orthographic understanding may build from start acquisition - Cunningham and Stanovich

26
Q

Outline Frith 1985 stages positives

A

Fully specified than initial model.
Developmental approach
Forming interventions - teachers focus on
Support for reading-spelling linked stages
- Bradley and Bryant
- Berninger et al 1990
- Wimmer et al 1991

27
Q

How many stages does Ehri 1995 Phase Model have

A

4

28
Q

Why did Ehri 1995 create her Phase Model

A

Developed from Frith particularly Alphabetic stage
Mapping G –> P
Words –> Sounds

29
Q

What are Ehri 1995 Phase Model 4 stages

A

Pre-Alphabetic
Partial Alphabetic
Full Alphabetic
Consolidated Alphabetic

30
Q

Outline Ehri 1995 Phase Model Pre-Alphabetic Stage

A

Similar to Logographic stage
Understand symbols have something to do with speech
Decoding visual cues, sight word reading
No letter-sound relations

31
Q

Outline Ehri 1995 Phase Model Partial Alphabetic Stage

A

Phonetic cue reading, basic grapheme-phoneme connections, alphabetic knowledge
First and final letters key.
Phonetic cue reading = some alphabetic knowledge.
Basic G –> P
Alphabetic knowledge

32
Q

Outline Ehri 1995 Phase Model Full Alphabetic Stage

A 
Decoded by analogy to sight words 
Start to predict words from sounds 
Make connections, mapping 
Equivalent Friths orthographic stage 
Reoccurring letter patterns more solidified 
Reduces memory load
33
Q

Outline Ehri 1995 Phase Model Consolidated Alphabetic Stage

A

Grapheme –> Phoneme decoding
Memory of patterns
Consolidate similar letter sequences

34
Q

When did Ehri 1995 Phase Model Pre-Alphabetic Stage occur

A

Pre-school

35
Q

When did Ehri 1995 Phase Model Partial Alphabetic Stage occur

A

Early primary

36
Q

When did Ehri 1995 Phase Model Full Alphabetic Stage occur

A

Primary 2

37
Q

When did Ehri 1995 Phase Model Consolidated Alphabetic Stage occur

A

Primary 2

38
Q

Example of Ehri 1995 Phase Model Pre-Alphabetic Stage

A

Scribbles resembling writing pattern

39
Q

Example of Ehri 1995 Phase Model Partial Alphabetic Stage

A

Letter knowledge and phonemic awareness essential

Letters for sounds e.g. bz for buzz

40
Q

Example of Ehri 1995 Phase Model Full Alphabetic Stage

A

Spelling phonetically complete
Graphemically plausible - spellings using conventional graphemes
i.e. G-P connections before rote learning e.g. pekt for peeked, wif for wife

41
Q

Example of Ehri 1995 Phase Model Consolidated Alphabetic Stage

A

Advanced alphabetic understanding of units, roots, affixes, families of words.
Invent plausible spellings and known endings e.g. opurate

42
Q

Critiques of Ehri’s phases - Reading Phases

A

No underlying cognitive structure and no mature reading stages
Pre-alphabetic is non-alphabetic but what is it?

43
Q

Positive evaluation of Ehri’s phases - Reading Phases

A

Flexible
Alphabetic concept emphasised
Importance sight words e.g. childs own name, extremely familiar as see often
Importance of grapheme –>phoneme connections

44
Q

Outline stage/phase

A

Structure for teachers, monitoring progress, interventions
Don’t specify entry requirements each level
Linking reading and spelling
Miss final stage

45
Q

Outline Dual Route Computational

A

Specify underlying cognitive components
Complete model, not developmental
Unclear how instruction would interact - no stages. Doesn’t tell us how to achieve this
Cognitive focus, without stages and no interventions for teachers

46
Q

Name the 5 stages of Gentry 1982 Spelling Model

A 
Pre-Communicative Stage 
Semi-Phonetic Stage 
Phonetic Stage 
Transitional Stage 
Correct Stage
47
Q

Outline the Pre-Communicative stage of Gentry 1982 Spelling Model

A

MPTVA
Some knowledge of alphabet
Not putting letters in meaningful order
Initial scribbles e.g. numbers and drawings

48
Q

Outline the Semi-Phonetic Stage of Gentry 1982 Spelling Model

A

Begin to conceptualise letters
Understand letters have sounds that are used in words
Begin to map

49
Q

Outline the Phonetic Stage of Gentry 1982 Spelling Model

A

EGL
Provide total mapping of sounds
Not necessarily spelling correctly

50
Q

Outline the Transitional Stage of Gentry 1982 Spelling Model

A

EEGEL
Try and adhere to basic orthography
Common sequences of letters

51
Q

Outline the Correct Stage of Gentry 1982 Spelling Model

A

EAGLE
Basic rules and orthography established
Spell correctly

52
Q

Outline how Listening, Speaking, Reading and Spelling are interlinked

A

Phonological lexicon = mental dictionary sounds. Semantic = dictionary meanings
Visual analysis in orthographic lexicon and this feeds into phonological lexicon. Connecting written words and speech input
Grapheme buffer feeds into Orthographic lexicon
Phonological Lexicon, G-P conversion, PG conversion = thread through all theories

53
Q

Outline Vellutino and Scanlon 1987 longitudinal evidence of Phonological Awareness

A

300 children, non-readers
Phonemic segmentation best predictor future performance
Vocab and Semantic ability - poorer prediction
Training and helping map and connect words foundation learning
Having large vocab not enough, if you cant map wont learn read or write

54
Q

Outline Vellutino and Scanlon 1987 Intervention evidence on Phonological Awareness

A

300 children. Poor and good readers.

Phonemic Segmentation Training: good and poor readers improved in word identification and code acquisition

55
Q

Outline Melby-Lervag, Lyster and Hulme 2012 Contribution of Phonological Awareness

A

TD, Dyslexia = phonemic awareness larger unique contribution word reading skills
Dyslexia large deficit in phonemic awareness
Phonemic awareness highest individual differences

56
Q

Outline Katz and Frost 1992 study on Alphabetic Language Orthographies

A

Dyslexia more prevalent in opaque languages

57
Q

Outline Transparent Languages

A 
Shallow 
Consistent letter-phoneme relations 
Letters and spellings as we hear them 
Serbo-Croation, Finnish 
Italian, German
58
Q

Outline Opaque Languages

A

Deep
Ambiguous letter-phoneme relations
Danish, French, English

59
Q

Outline Cross Linguistic Studies on Alphabetic Language Orthographies

A

Phonological recoding (word-sound) = quicker learn in transparent than opaque languages

60
Q

Outline Phonological Development by Ziegler et al 2010

A

1200 children.
Phonological awareness predicted reading speed, accuracy, decoding speed across all 5 languages
Greater importance opaque languages - mapping
Vocab more important in transparent languages

61
Q

Outline Transparency effects of phonological awareness in Transparent languages

A

Early access to phonemes - improved reading

Improved phonological awareness and phoneme representations

62
Q

Outline Transparency effects of phonological awareness in Opaque languages

A

Less access to phonemes - slower development reading, phonological awareness and representations

Developmental (10 decks)

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