Lecture 6 - Language Acquisition - Reading and Spelling Flashcards
Outline information processing reading to spelling
Reading: Print –> Speech. Meaning
Spelling: Speech, Meaning –> Print
Outline Graphemes and Phonemes
Graphemes = smallest constituents meaning
Phonemes = smallest constituents to speech
Map grapheme onto phoneme
Outline reading, writing and spelling
Secondary language skills
Build on speaking and listening
Instruction and oral language
What does reading rely on
- Phonological Skill = how we hear, speech sounds
- Vocab = build up mental lexicon
- Reading skill
- Reading comprehension
Outline Comprehension
Comprehension an accuracy positively correlated in early reading acquisition Automatic reading gives resources: Vocab breadth and depth Morphology - meaning Syntax - sentence structure and grammar
Outline the processes in early reading
Word reading = word recognition and decoding
Word reading complex = recognition, decoding and vocab for meaning
Reading = decoding x comprehension
How do we read?
Recognise letters (memory) Decode sounds (grapheme-phoneme) Analogise to known words Predict words from grapho-phonemic context Memory and semantic context
Example questions to measure phonological awareness
Does the word have an ‘n’ sound?
Does it rhyme with ‘ten’?
What do these sounds make?
Outline visual communication
Mapping symbols to language units Limited number symbols > Ambiguities > Limits features represented > Invent rules e.g. grammar, segmentation and irregular words
Effects of practice on learning to spell Conrad 2008
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
Outline the conclusion of Conrad 2008 on the effects of practice on learning to spell
Transference from spelling to reading
Word-specific transfer across skill
Outline the models of reading and spelling development
Coltheart Dual Route Cascaded Model
Frith Stages Model
Ehri Phases Model
Gentry Spelling
What are the two routes in Coltheart Dual Route Cascaded Model
Lexical semantic/Sub-lexical route
Lexical non-semantic/Lexical route
Outline Lexical semantic/Sub-lexical route
Not real world = feature and letter units Familiar words = automatic Regular words and non-words Grapheme --> Phoneme Serial processing
Outline Lexical non-semantic/Lexical route
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
What is processing for early readers
Letter units
Grapheme-Phoneme
Mapping on to sounds of language
Critiques of Dual Route Cascaded Model
How are different routes mastered?
When are they mastered?
Where does GP convertor come from?
Outline Dyslexia
Phono and Ortho Lexicon
GPC = speaking out words how they are spelt, rather than considering irregularities
Units
What are the 3 stages of Friths 1985 Stage Model
Logographic
Alphabetic
Orthographic
Developmental model. Environment key.
Outline the Logographic stage of Friths 1985 Stage Model
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
Outline the Alphabetic stage of Friths 1985 Stage Model
Visually represent words in different format Mapping sounds Letter order and chronology Word attack skills Decompose unfamiliar/nonsense words
Outline the Orthographic stage of Friths 1985 Stage Model
Don’t need to sound out words on a regular basis
Do not need look at individual letters
Automatic
Outline Friths 1985 updated 6 Stage Model
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
Example of a stage on Friths 1985 updated 6 Stage Model
Stage 1
Reading more useful this stage
Understanding letters or reading mean something
Outline Frith 1985 stages critiques
Fails explain how changes occur
Ehri: orthographic = non-phonological
Orthographic understanding may build from start acquisition - Cunningham and Stanovich
Outline Frith 1985 stages positives
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
How many stages does Ehri 1995 Phase Model have
4
Why did Ehri 1995 create her Phase Model
Developed from Frith particularly Alphabetic stage
Mapping G –> P
Words –> Sounds
What are Ehri 1995 Phase Model 4 stages
Pre-Alphabetic
Partial Alphabetic
Full Alphabetic
Consolidated Alphabetic
Outline Ehri 1995 Phase Model Pre-Alphabetic Stage
Similar to Logographic stage
Understand symbols have something to do with speech
Decoding visual cues, sight word reading
No letter-sound relations
Outline Ehri 1995 Phase Model Partial Alphabetic Stage
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
Outline Ehri 1995 Phase Model Full Alphabetic Stage
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
Outline Ehri 1995 Phase Model Consolidated Alphabetic Stage
Grapheme –> Phoneme decoding
Memory of patterns
Consolidate similar letter sequences
When did Ehri 1995 Phase Model Pre-Alphabetic Stage occur
Pre-school
When did Ehri 1995 Phase Model Partial Alphabetic Stage occur
Early primary
When did Ehri 1995 Phase Model Full Alphabetic Stage occur
Primary 2
When did Ehri 1995 Phase Model Consolidated Alphabetic Stage occur
Primary 2
Example of Ehri 1995 Phase Model Pre-Alphabetic Stage
Scribbles resembling writing pattern
Example of Ehri 1995 Phase Model Partial Alphabetic Stage
Letter knowledge and phonemic awareness essential
Letters for sounds e.g. bz for buzz
Example of Ehri 1995 Phase Model Full Alphabetic Stage
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
Example of Ehri 1995 Phase Model Consolidated Alphabetic Stage
Advanced alphabetic understanding of units, roots, affixes, families of words.
Invent plausible spellings and known endings e.g. opurate
Critiques of Ehri’s phases - Reading Phases
No underlying cognitive structure and no mature reading stages
Pre-alphabetic is non-alphabetic but what is it?
Positive evaluation of Ehri’s phases - Reading Phases
Flexible
Alphabetic concept emphasised
Importance sight words e.g. childs own name, extremely familiar as see often
Importance of grapheme –>phoneme connections
Outline stage/phase
Structure for teachers, monitoring progress, interventions
Don’t specify entry requirements each level
Linking reading and spelling
Miss final stage
Outline Dual Route Computational
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
Name the 5 stages of Gentry 1982 Spelling Model
Pre-Communicative Stage Semi-Phonetic Stage Phonetic Stage Transitional Stage Correct Stage
Outline the Pre-Communicative stage of Gentry 1982 Spelling Model
MPTVA
Some knowledge of alphabet
Not putting letters in meaningful order
Initial scribbles e.g. numbers and drawings
Outline the Semi-Phonetic Stage of Gentry 1982 Spelling Model
Begin to conceptualise letters
Understand letters have sounds that are used in words
Begin to map
Outline the Phonetic Stage of Gentry 1982 Spelling Model
EGL
Provide total mapping of sounds
Not necessarily spelling correctly
Outline the Transitional Stage of Gentry 1982 Spelling Model
EEGEL
Try and adhere to basic orthography
Common sequences of letters
Outline the Correct Stage of Gentry 1982 Spelling Model
EAGLE
Basic rules and orthography established
Spell correctly
Outline how Listening, Speaking, Reading and Spelling are interlinked
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
Outline Vellutino and Scanlon 1987 longitudinal evidence of Phonological Awareness
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
Outline Vellutino and Scanlon 1987 Intervention evidence on Phonological Awareness
300 children. Poor and good readers.
Phonemic Segmentation Training: good and poor readers improved in word identification and code acquisition
Outline Melby-Lervag, Lyster and Hulme 2012 Contribution of Phonological Awareness
TD, Dyslexia = phonemic awareness larger unique contribution word reading skills
Dyslexia large deficit in phonemic awareness
Phonemic awareness highest individual differences
Outline Katz and Frost 1992 study on Alphabetic Language Orthographies
Dyslexia more prevalent in opaque languages
Outline Transparent Languages
Shallow Consistent letter-phoneme relations Letters and spellings as we hear them Serbo-Croation, Finnish Italian, German
Outline Opaque Languages
Deep
Ambiguous letter-phoneme relations
Danish, French, English
Outline Cross Linguistic Studies on Alphabetic Language Orthographies
Phonological recoding (word-sound) = quicker learn in transparent than opaque languages
Outline Phonological Development by Ziegler et al 2010
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
Outline Transparency effects of phonological awareness in Transparent languages
Early access to phonemes - improved reading
Improved phonological awareness and phoneme representations
Outline Transparency effects of phonological awareness in Opaque languages
Less access to phonemes - slower development reading, phonological awareness and representations
