Lecture 7

Question 1

Phonological awareness

Answer 1

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.

Question 2

With phonological awareness, you become aware of:

Answer 2

1. sentences
2. words
3. syllables
4. onset rime
5. phonemes

Question 3

Syllable awareness, how to measure?

Answer 3

Tapping task, counting task and deletion task

Question 4

Tapping task

Answer 4

Tap on the head, shoulders, arms when there’s a syllable. Very interesting for kids. Tap for the number of syllables.

Question 5

counting task

Answer 5

5 year olds can do this already really well!
lay down number of counters that equals the number of phonemes

Question 6

syllabl awareness, when does it develop?

Answer 6

Before the age of 6, before they start to read 90% could already do it before the age of 6!

Question 7

Onset and rime awareness

Answer 7

Onset = first phonological unit (c for cat and sn for snake)
Rime = string of letters that follow.

Answer 8

Spoken rhyme recognition, production, onset-rhyme bleding, rhyme oddity task

Question 9

Spoken rhyme recognition

Answer 9

Do these words rhyme?

Question 10

Spoken rhyme production

Answer 10

Tell me a word which rhymes with cat?

Question 11

Onset rhyme blending

Answer 11

Which word is this?

Question 12

Rhyme oddity task

Answer 12

Which word does not belong? Select odd wordt out of group of three words

Question 13

What can we conclude with the oddity task?
rhyme and onset

Answer 13

it develops before any reading, onset task is more difficult than rhyme (56 and 71% for rhyme)

Question 14

Same different task

Answer 14

Would puppet like words pairs with onset and rhyme. Which one would the puppet like?
Recognizing shared beginning and end phonemes.

Question 15

Blending and segmentation task

Answer 15

Help the puppet to make words!

Question 16

Phoneme awareness develops..

Answer 16

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.

Question 17

Orthographic Transparency

Answer 17

Orthographic transparency is the degree of the regularity of the correspondences between letter units (graphemes) and sound units (phonemes) in a given language.§

Answer 18

English children make the most mistakes.

Question 19

EU study (Seymour et al., 2003) word and non word reading

Answer 19

english children scored worse with
languages that are more transparant with their sound combinations are easier to learn

Question 20

CV VS CVC. What is it?

Answer 20

Consonant - Vowel
easier to learn language

Consonant - Vowel - Consonant
harder to learn

Question 21

Bradley & Bryant (1983) longtudinal study on phonological awareness

Answer 21

Individual differences in syllable, onset-rime, and phoneme awareness
–>
predicted reading and spelling abilities several years later, adjusted for age IQ and SES.

Question 22

Phonological awareness interventionStudy De

Answer 22

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)

Question 23

Developmental dyslexia core problem

Answer 23

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

Question 24

Heritable dyslexia

Answer 24

Between 35 - 65% diagnosed as dyslexic when parnt has dyslexia

Question 25

READING LEVEL MATCH DESIGN

Answer 25

CONTROL FOR READING LEVEL, otherwuse

Question 26

dyslexia, three type of tasks

Answer 26

People with dyslexia have difficulties with these tasks
- Phonological awareness tasks
- Tasks requiring phonological short term memory task
- Rapid automatized naming task

Question 27

Dyslexia exists in all lamguages, but differences in …

Question 27

Oddity task

Answer 27

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

Question 28

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?

Answer 28

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.

Question 29

Does an intervention for phonological skills increase activity in left-lateralized language (reading network) areas?

Answer 29

Yes, studies showed increases in acitvation of reaiding network brain areas.

Question 30

Triple code model

Answer 30

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.

Question 31

Number sense, at what age?

Answer 31

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.

Question 32

Subitizing

Answer 32

the ability to instantly recognize the number of objects without actually counting them

Question 33

Weber’s law

Answer 33

our ability to make physical discriminations is ratio sensitive.

Question 34

Analog magnitude representation

Answer 34

People ratio matter: children were more correct when the ratio was larger. Not on the computer, but in persoon.

Question 35

Core principles underlying counting

Answer 35

Cardinality: all sets with the same number are qualitatively equivalant

ordinality: numbers come in an ordered scale of magnitude