Reading and Comprehension - Week 11 Flashcards
Define grapheme
The letter or letter combination that represents a phoneme, only applies to English
Describe alphabetic script
The basic unit represented by a grapheme is essentially a phoneme (used in English and other European languages)
Describe consonantal script
Not all sounds are represented, as in vowels are not written down (used in Hebrew, Arabic)
What do vowels represent in consonantal script?
Vowels can indicate the subject and the tense
Describe syllabic script
Written units represent syllables (used in Cherokee, Japanese kana)
Define logographic/ideographic script
Each symbol represents a whole word
Describe Abugida script
Consonants as primary notation
Vowels as a secondary notation
Used in native languages
What type of script is Korean?
Alphabetic but it looks like a logographic
Each line represents a letter
What are the two routes in the dual-route model of reading?
Lexical route
Non-lexical route
Describe the lexical route
Based on what you retrieve from your lexicon
Words you already know
Print, lexicon, pronunciation
Describe the non-lexical route
Words that you are not familiar with
Sound them out
Print, grapheme-phoneme conversion rules, pronunciation
What are we studying when we study how the lexical impacts the non-lexical?
Studying how we use the non-lexical route is impacted by words in our lexicon
Pseudo homophones
Describe the pseudo homophone effect study
Gave 3 types of nonword (legal, illegal pronounceable, illegal unpronounceable) and asked them to complete a lexical decision task
*illegal means letter combinations that do not exist
Describe the results from the pseudo homophone effect study
Take longer to decide if the legal nonword are real words, lowest accuracy since they are more similar to real words
Respond quicker with the illegal nonword
Define the pseudo homophone effect
Pseudo homophones are more confusable with words than other types of non-words
What are we studying when we study the non-lexical impacts on the lexical?
How the lexical route is influenced by the non-lexical route
Regularity of word neighbours on words
Describe the regularity of word neighbours on words study
Gave 3 categories of word neighbours (regular consistent, regular inconsistent, e.g., wave, rave, have, and irregular consistent)
Asked to perform a word naming task
Describe the results from the regularity of word neighbours on words study
They take longer to respond to the inconsistent and irregular word types, and have more errors, especially in the irregular consistent group since you have to rely on the lexical route
Describe the non-lexical effects on word naming
When there are inconsistent neighbours, word naming gets slower
Describe the interaction between word sound and meaning retrieval study
Wanted to test the influence of word’s sound on accessing the meaning (e.g., beech to each)
Completed a relatedness judgement task
Control for the confound: visual similarity
Describe the results of the interaction between word sound and meaning retrieval study
React the fastest to the true associate and to the visual similarity
Take the longest to respond to the false homophone and make the most mistakes
What is the fovea?
A small depression within the neurosensory retina where visual acuity is the highest
How does the masking the fovea affect reading?
Setting different sizes of masks on the fovea
Increasing the mask size, decreases accuracy and increases number and duration of fixation
What makes speed reading difficult?
Not the perceptual processes but rather the higher level text and language processing that occurs after
Does speed reading work?
There is no such thing that can increase reading speed and reading comprehension
Define surface dyslexia
Selective impairment in irregular word reading (lexical route)
Define phonological dyslexia
Selective impairment in pronounceable nonword reading (non-lexical route)
Word reading is okay (lexical route)
Define deep dyslexia
Resembles phonological dyslexia, plus (importantly) semantic reading errors or semantic paralexias
(e.g., read view as seen)
What is the lexical quality hypothesis?
Words consist of sound, meaning, and print, all interconnected
Define phonological awareness
The ability to recognize and manipulate phonemes
Define morphological awareness
The ability to recognize and manipulate morphemes
Explain the wug test
Tested endings on made up word for kids from age three to see if they understand how suffixes work
What is the simple view of reading?
Decoding (word recognition) x Linguistic (language) comprehension = Reading comprehension
Define the home literacy model
Home literacy environments lead to language and literacy acquisition
What are the two types of home literacy models?
Informal literacy practices: passive
Formal literacy practices: intentional
Define informal literacy practices
Shared reading, number of books in the house
Boost language skills
Define formal literacy practices
Teaching alphabet, independent reading
Boosts reading proficiency
How does summer reading effect children?
Low income students fall 2.5-3 years behind by grade 5, due to less involvement from parents or lack of availability to books
How did covid affect word reading and reading comprehension?
No difference in word reading
Small decrease in reading comprehension for bilinguals
Define dyslexia
Difficulty in word decoding due to problems identifying speech sounds and learning how they relate to letters and words
More of a phonological issue
Is dyslexia only a phonological and word reading impairment?
Yes and no
Children with dyslexia generally perform worse in other language and literacy tasks, but were okay in visual/perceptual/motor tasks
What brain regions are activated in effective readers?
Broca’s area, VWFA, parietal temporal
What brain regions are activated in dyslexia readers?
Larger region of Broca’s area
Reduced posterior regions
Describe the developmental dyslexia study
Used pre-literate 5 year olds with and without family history of dyslexia
Task was to match sound the first sounds of words, and a voice match to say if the voices match
Describe the results for the developmental dyslexia study
People with history of dyslexia showed no differentiation in brain activation between sound and voice match tasks
Children without history of dyslexia showed different regions of activations
Can white matter tracks at infancy show dyslexia potential at 5 year old?
Yes, but not determination
