Lecture 7 Flashcards
Phonological awareness
Phonological awareness, or the awareness of and ability to work with sounds in spoken language, sets the stage for decoding, blending, and, ultimately, word reading. Phonological awareness begins developing before the beginning of formal schooling and continues through third grade and beyond.
child’s ability to detect and manipulate to compound a sound is made of.
It’s about the understanding the structure of words, key for learning to read, understanding and manipulating the component sounds of words.
With phonological awareness, you become aware of:
- sentences
- words
- syllables
- onset rime
- phonemes
Syllable awareness, how to measure?
Tapping task, counting task and deletion task
Tapping task
Tap on the head, shoulders, arms when there’s a syllable. Very interesting for kids. Tap for the number of syllables.
counting task
5 year olds can do this already really well!
lay down number of counters that equals the number of phonemes
syllabl awareness, when does it develop?
Before the age of 6, before they start to read 90% could already do it before the age of 6!
Onset and rime awareness
Onset = first phonological unit (c for cat and sn for snake)
Rime = string of letters that follow.
Spoken rhyme recognition, production, onset-rhyme bleding, rhyme oddity task
Spoken rhyme recognition
Do these words rhyme?
Spoken rhyme production
Tell me a word which rhymes with cat?
Onset rhyme blending
Which word is this?
Rhyme oddity task
Which word does not belong? Select odd wordt out of group of three words
What can we conclude with the oddity task?
rhyme and onset
it develops before any reading, onset task is more difficult than rhyme (56 and 71% for rhyme)
Same different task
Would puppet like words pairs with onset and rhyme. Which one would the puppet like?
Recognizing shared beginning and end phonemes.
Blending and segmentation task
Help the puppet to make words!
Phoneme awareness develops..
does not develop before reading.
Because it is not a natural soeech unit, only becomes important when you start reading. Children don’t really care about this before reading.
Orthographic Transparency
Orthographic transparency is the degree of the regularity of the correspondences between letter units (graphemes) and sound units (phonemes) in a given language.§
English children make the most mistakes.
EU study (Seymour et al., 2003) word and non word reading
english children scored worse with
languages that are more transparant with their sound combinations are easier to learn
CV VS CVC. What is it?
Consonant - Vowel
easier to learn language
Consonant - Vowel - Consonant
harder to learn
Bradley & Bryant (1983) longtudinal study on phonological awareness
Individual differences in syllable, onset-rime, and phoneme awareness
–>
predicted reading and spelling abilities several years later, adjusted for age IQ and SES.
Phonological awareness interventionStudy De
four groups - two years training
phonological group, 4 months ahead but not significant
+ plastic letters: 24 ahead of control group
12 months ahead of active semantic group
intervention combining phonological aeareness & orthography-phronology (letter sounds)
Developmental dyslexia core problem
phonological awareness
It is cross cultural and there are differences, but all poor performancem in phonological awareness tasks in all languyages so far studied, normal to high IQ and often have a wide vocabulary
Heritable dyslexia
Between 35 - 65% diagnosed as dyslexic when parnt has dyslexia
READING LEVEL MATCH DESIGN
CONTROL FOR READING LEVEL, otherwuse
dyslexia, three type of tasks
People with dyslexia have difficulties with these tasks
- Phonological awareness tasks
- Tasks requiring phonological short term memory task
- Rapid automatized naming task
Dyslexia exists in all lamguages, but differences in …
Oddity task
non impaired readers use 3 regions in the brain for reading.
More activity in right hemispheric areas
Dysfunction in left hemisphere posterior reading circuits is already present in dyslexic children and cannot be ascribed
children high risk dyslexia (Clark et al., 2014)
pre reading children had…
and differences in brian structure in the reading circuits with children with dyslexia?
pre reading children had thinner cortex in primary auditory (Herschl’s gyrus) and visual areas.
pre reading age no differences in brain structure in the reading circuits in children later identified as dyslectic versus non dyslectic.
Does an intervention for phonological skills increase activity in left-lateralized language (reading network) areas?
Yes, studies showed increases in acitvation of reaiding network brain areas.
Triple code model
three numeral coding systems, that acitvate different brain regions
1. visually based coding for arabic numeral in the fusiform gyrus (visual word form area, is seen in dyslexia)
2. Language based system for facts in tje left angular gyrus: task that require tables. You dont have to think about 2 + 2 = 4. overleanred knowledge.
3. General number sense in the parietal lobe and intraparietal sulcus (IPS): which circle is bigger, which one has more dots. this sytem is important with intuitive approaches to numbers.
Number sense, at what age?
analog magnitude representationg: coding quantity in an approximate way.
you have to understand quantitites, the order first, second.
Children at the age of 2 have number sense.
Even animals have a sort of number sense.
Subitizing
the ability to instantly recognize the number of objects without actually counting them
Weber’s law
our ability to make physical discriminations is ratio sensitive.
Analog magnitude representation
People ratio matter: children were more correct when the ratio was larger. Not on the computer, but in persoon.
Core principles underlying counting
Cardinality: all sets with the same number are qualitatively equivalant
ordinality: numbers come in an ordered scale of magnitude
