Reading Flashcards
What are the 4 stages of learning to read?
1) Prealphabetic
2) Partial Alphabetic
3) Full alphabetic
4) Consolidated alphabetic
What is prealphabetic?
Prealphabetic – recognizing environmental print as whole units
e.g. A stop sign or the McDonald’s logo
What is Partial Alphabetic?
Partial Alphabetic - connects some sounds and letters
e.g. noticing that some words begin with the same sound
What is Full Alphabetic?
Full Alphabetic – connects all sounds and letters and can read phonically regular real words and nonsense words
What is Consolidated Alphabetic?
Consolidated Alphabetic- uses orthographic and morphological knowledge; has a store of letter patterns that are automatically recognized
Reading an alphabetic language like English requires all of the following what?
- phonemic awareness (words are made of sounds)
- alphabetic principle (letters represent sounds)
- comprehension of vocabulary (words have meaning)
- syntax and grammar (words combine together to make more meaning)
- keep everything you’ve learned in your memory
- relate it all to prior knowledge
- now do it all quickly…
What are the 4 subtypes of reading disabilities?
Dysphonetic dyslexia
Surface dyslexia
Mixed dyslexia
Comprehension deficits
What is Dyslexia?
Dyslexia - a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence
What is associated with Subtype 1: Dysphonetic Dyslexia?
*Difficulty sounding out words in a phonological manner
*Inability to utilize phonics to bridge letters and sounds
*Over-rely on visual and orthographic cues to identify printed words
*Try to learn reading by memorizing whole words (sometimes called “sight readers”)
*Tend to guess on words based on the initial letter
E.g. “cat” may be read as “corn”
*Have a lot of difficulty learning phonetics
*Poor oral readers
What is associated with Subtype 2: Surface Dyslexia
- Over-rely on phonetics
- Opposite of dysphonetic subtype
- Can sound out words, but unable to recognize words in print automatically and effortlessly
- Tend to be letter-by-letter and sound-by-sound readers
- Difficulty with non-phonetic words (e.g. was, said, they, who)
- Laborious readers
- Good phonological processing skills
- Interventions should focus on automaticity and fluency goals
What is associated with Subtype 3: Mixed Dyslexia?
- Poor phonics, word recognition, fluency and comprehension
- Most severe type
- Usually have difficulty across the language spectrum
- Poor reading rate and automaticity
- Inconsistent comprehension skills
- Difficulty with phonological processing tasks, rapid naming skills and verbal memory
What is associated with subtype 4:Comprehension Deficits
- Have good decoding skills but difficulty with reading comprehension
- Very hard to diagnose accurately
- Be aware of attention problems
- May have poor language foundation skills (SLI or English Language Learners)
- May have poor visual and verbal working memory
- May have poor executive functioning and working memory skills - difficulty organizing incoming information with previously read material (which leads to poor comprehension)
- May have poor associative memory and/or long-term memory
What are some Auditory Symptoms of Dyslexia?
- Difficulty hearing the differences among speech sounds
- Trouble remembering the sounds of letters
- Difficulty discriminating short vowel sounds
- Difficulty with blending and segmentation
- May be able to read silently better than orally
What are some Visual symptoms of Dyslexia?
- Confusing letters and words with similar appearances
- Difficulty developing a sight vocabulary
- Slow rate of word perception
- Reversals, inversions (u for n) and transpositions in reading and writing
- Difficulty retaining visual sequences and reproducing a visual sequence of letters from memory
What are the early symptoms of Dyslexia?
Caution: these “signs” can also occur in typically-developing readers
Difficulty learning to rhyme words (Kindergarten skill)
Difficulty learning letter names and sounds (1st grade skill)
Confusion of letters and words with similar appearances (1st-2nd grade skill)
e.g. saw and was; big and dig
Confusion of letters with similar sounds (/f/ and /v/) (1st grade skill)
Trouble arranging letters in the correct order when spelling (3rd grade skill)
e.g. besauc = because
Misapplication of spelling rules (3rd grade skill)
was = whas; green = greene
