Reading and Mathematics

Question 1

What is Emergent Literacy?

Answer 1

Skills and knowledge that are precursors to reading

Question 2

Name 3 features of Emergent Literacy

Answer 2

1) Spaces between letters e.g. indicating new word
2) Written words correspond to spoken words e.g. not just black squiggles
3) Read a page in a specific order e.g. left to right

Question 3

What will happen to children with parents who don’t read to them?

Answer 3

They will miss out on these precursors as they haven’t had the exposure

Question 4

What does Bookstart encourage?

Answer 4

Parents to read to their little ones, and to stop parents thinking that reading is the teachers responsibility only

Question 5

How is Home Literacy environment a predictor, using Weigel et al (2006) as evidence?

Answer 5

He did a 1 year longitudinal study of 85 families and found that parent-child literacy/language activities led to greater print knowledge and reading interest

Question 6

What does Home Literacy practice depend on?

Answer 6

Parents beliefs and values

Question 7

Froiland et al (2013) looked at shared reading, number of books, how much the parent is reading to them, and found what 3 pathways involving Home Literacy Environment?

Answer 7

1) Neighbourhood Socio-Economic wellbeing
2) Home literacy environment
3) Childs early literacy
Even after controlling for parents own education level

Question 8

What was a limitation of Froiland et al (2013) study?

Answer 8

It was correlational data from one time point

Question 9

Roberts et al. (2005) found what to be the most consistent and strongest predictor of children’s language and literacy skills?

Answer 9

HOME e.g. overall quality and responsiveness

Question 10

What are the 4 predictors of Reading Ability?

Answer 10

1) Concept of print
2) Phonemic awareness e.g. discriminating, blending, deletion
3) Rhyme awareness
4) Letter knowledge e.g. sounds, naming speed

Question 11

What did Bradley and Byrant (1983) find about children who did a sound categorisation task e.g. odd one out in a list of consonant, vowel, consonant?

Answer 11

They had superior reading and spelling, and it predicted later reading and spelling 3 years later, supports the idea that early rhyme and alliteration awareness is causally important

Question 12

What did Schatschneider et al. (2004) find as predictors of reading outcomes?

Answer 12

1) Consistent predictive value of phonological awareness
2) Knowledge of letter sounds
3) Letter naming speed (rapid automatised naming of letters, RAN)

Question 13

What are the 3 controversies in teaching reading?

Answer 13

1) Phonics vs Whole Word
2) Reading Schemes e.g. Bif, Chip vs Real Books
3) Synthetic Phonics vs Analytic phonics

Question 14

What did Goodman (1965) find about learning whole words from context?

Answer 14

He found that this showed 60-80% fewer errors than when reading words in isolation e.g. lists

Question 15

Going against Goodman’s research, what did Nicholson (1991) find about the effect of context?

Answer 15

It may be less robust than suggested, and likely to be present for only poor/average readers who cant read and rely on context as compensation

Question 16

Skilled readers dont need context, as they use what instead?

Answer 16

Their phoneme knowledge to sound out the word

Question 17

What four searchlights did the earlier framework set out in 1998 focus on?

Answer 17

1) Phonics
2) Grammatical knowledge
3) Word recognition and graphic knowledge
4) Knowledge of context

Question 18

Outline Johnston & Watson (2004) evidence for Synthetic over Analytic Phonics?

Answer 18

Those in the synthetic group showed superior performance

Question 19

Goswami (1999) emphasises BOTH ____ and _______ work

Answer 19

Rhyme and Phoneme

Question 20

Different types of systematic phonics programmes (e.g., synthetic vs. larger-unit) did _____ differ in the impact on reading

Answer 20

Not

Question 21

There is currently not strong RCT evidence that any one form of systematic phonics is ______ __________ than any other

Answer 21

More, Effective

Question 22

What did Wyse and Styles (2007) say about analytic phonics, a bad point?

Answer 22

That its prescriptive, rigid and limited, and sees reading as a function to decode and so children become less motivated and interested

Question 23

What is the Phonics Screening Check?

Answer 23

Designed to confirm whether children have learnt phonic decoding to an appropriate standard

Question 24

Even though the Phonics Screening Check is valid, but bad point was raised about it?

Answer 24

Not sure if it actually adds any value to what teachers can already judge themselves

Question 25

Some readers are good decoders but poor _____________

Answer 25

Comprehenders

Question 26

There is a role of __________ in skilled comprehension

Answer 26

Metacognition

Question 27

What 3 things were poor comprehenders les likely/able to do?

Answer 27

1) Less likely to identify independent strategies when encountering a word they cant read
2) Less likely to identify strategies for remembering the gist of a story
3) Less able to adapt reading style to accomplish different goals

Question 28

What did Cain, Oakhill and Bryant (2004) find about working memory?

Answer 28

That it predicts reading comprehension after controlling for word reading skill and verbal ability

Question 29

Cain, Oakhill and Bryant (2004) also found that _______-_______ _______ and _______________ _________ were also significant predictors of reading comprehension, even after controlling for ________ ______ as well

Answer 29

Inference-making ability, Comprehension Monitoring, Working Memory

Question 30

In understanding maths, there is a focus on procedural knowledge often at the expense of ________ knowledge

Answer 30

Conceptual

Question 31

What should teacher focus on, instead of repetition and memory?

Answer 31

Explanations e.g. asking children to explain, and articulate problem-solving strategies, use plausible contexts

Question 32

Where were there more computing in context and more higher-order questions, than there were in the USA?

Answer 32

Taiwan and Japan

Question 33

What did Stipek & Gralinski (1991) find about expected performance in boys?

Answer 33

There was higher expected performance for boys

Question 34

Girls were more likely to attribute failure to lack of ______ and were more likely to feel like _______ their test paper, and had _____ beliefs in value of effort for success

Answer 34

Ability, Hiding, Lower

Question 35

What did Parsons et al. (1982) find about parents beliefs in their children’s maths performances?

Answer 35

They had sex-differentiated beliefs, despite similarities

Question 36

Parents beliefs were ____ important for child’s self-perception than their own past performance

Answer 36

More

Question 37

According to Bleeker & Jacobs (2004), what mediated the relation between mothers prediction of child’s success in a math-oriented career and the child’s later career self-efficacy?

Answer 37

The child’s self-perception of maths ability

Question 38

At 5 years old, both boys and girls show an own-gender bias, but at 6 years old, what happens?

Answer 38

Only boys show an own-gender bias, and girls drop

Question 39

Girls perception was ___ correlated with beliefs about school achievement, and were related to choice of new ____

Answer 39

Not, Games

Question 40

In a study by Huguet & Raynor (2009), where children were given 90 seconds to learn a complex figure then 5 minutes to produce from memory, what were the 2 conditions and what was found?

Answer 40

In one condition children were told it was a test of geometry (which was supposed to be a stereotype prime, boys better than girls), In the other condition children were told it was a test of drawing ability, in the drawing condition girls outperformed boys, and in the geometry condition boys outperformed girls, even though girls had counter-stereotypic beliefs and thought they were just as good as boys at geometry