Literacy Development Flashcards
1
Q
Literacy in Information Stage (2000)
A
- cross culturally similar, most are good readers
- some outstanding and some illiterate
- UK - the majority of people who cannot read are the older generations
- common misconception that to fix this you need to throw money at the problem
2
Q
Whitehurst (1988)
A
- 1 month home based intervention
- parents received instruction to increase the rate of open ended questions
- experimental group scored higher than the control group
3
Q
Hewison and Tizard (1982)
A
- listening to children read helps
- extra practice at home - children did better
- collaboration between the teachers and parents
4
Q
Phillips et al (2005)
A
- successful phonological awareness is vital
- causal and predictive relationship between phonemic awareness and ease of learning to spell
- pre-school curricula and early childhood educational and caregiving settings
- robust instruction
- need effective strategies
5
Q
Hannan (2011)
A
- parental involvement is necessary … only when it is adequate
- reading attainment of working class children
- 3yrs, 76 children
- reading test scores showed no significant improvement effect of parental involvement
- depends on the nature of the home visit, or whether families are from ethnic minorities
- should be continually looked at
6
Q
Hulme and Snowling (2014)
A
- there are three predictors of individual differences in children which can be used to assess their early reading development
1. LSK
2. phonemic awareness
3. rapid automatised naming
7
Q
Muter, Hulme, Snowling and Stevenson (2004)
A
- also vocabulary is important in learning to read.
8
Q
Blomert (2011)
A
- learn relationship between abstract and meaningless 44 phonemes, and equally meaningless 26 letters of the alphabet
- learn GPCs, and then learn that they can be blended together to form meaningful words
9
Q
Ehri (2014)
A
- set of stages that a reader progresses through from being a novice (no phonetic knowledge) to a proficient reader (almost automatic recognition of words)
- prealphabetic - no GPCs known
- partial alphabetic (some LSK and are aware of sounds present in spoken words)
- full alphabetic stage (children have learnt sight words by forming complete connections between graphemes in spelling and phonemes in pronunciation)
- consolidated alphabetic (a reader can decode multi-syllabic novel and nonsense words)
- automatic - can decode fluently
10
Q
Coltheart (2005)
A
Dual Route Cascaded model
- non-lexical route - regular novel and non-words are read by apply letter-to-sound knowledge
- lexical route - reader looks up word in a mental lexicon - route does not allow the reading of non-words. Straight from visual recognition of word to reading the word.
BUT
- lots of words do not follow simple letter to sound rule e.g. ‘bear’ … /ea/ does not produce an /i/ sound such as in ‘bean’ or ‘lean’, but is pronounced /bɛː/,
11
Q
Seidenberg (2005)
A
- reading is developmental and depends on the integrity of phonological and semantic representations in the language processing system before reading even develops
- learning to read is based on the individual creating associations between orthographic, phonological and semantic representations of spoken language corresponding to words.
- Rules are used to pronounce regular words such as ‘lime’, and words that defy the rules are memorised, such as ‘light’
- suggested that therefore reading is ‘quasiregular’ – where there are different degrees of consistency in letter-sound mapping
- each connection is weighted differently, modulating flow of activation. When an individual learns to read, they adjust the weights according to their experience using backpropagation.
12
Q
Plaut, McClelland, Seidenberg and Patterson (1996)
A
- when a child is learning to read, they rely mainly on the phonological pathway, but as reading develops, they place a greater emphasis on the semantic pathway, and use expectations of what a word may be in a particular context
- phonological pathway used for novel or pseudo words as reading development matures
13
Q
Frith (1985)
A
relationship between reading and spelling
- work out alphabetic sound-letter associations, then extend to reading, then extend orthographic approach to writing
14
Q
Goswami and Bryant (1990)
A
- role of phonological skills in reading acquisition
- lack all awareness of sound units relevant to phonetic reading - different levels of sound awareness e.g. syllables - help with early reading
- individual differences in phonological awareness predict reading, and training children with/ at risk of reading difficulties in phonological skills improves reading relative to control group
15
Q
Ziegler and Goswami (2006)
A
- study reading cross culturally
- large difference in speed of reading depending on language spoken, and differences in dyslexic behaviour
- differences largely due to differences in transparency and consistency of orthographies
