Reading and Spelling

Question 1

Reading requires deciphering ______ and ______ from ______
Spelling requires putting _____ and ______ into ______.

Answer 1

Reading = getting speech and meaning from print
spelling = putting speech and meaning into print

Question 2

Automatic reading practice gives us
A Depth and breadth of vocabulary
B Morphology
C Syntax
D All of the above

Answer 2

D All of the above

Question 3

What are the 5 techniques of how we read letters?

Answer 3

Letter Recognition
Sound decoding
analogizing to known words
prediction based on grapho-phonemics
semantic context

Question 4

In the English language we uses symbols to map onto letter sounds, this is known as the _________. Ambiguities in spelling/ writing may arise due to a ______ ________ of ________ (26).

Answer 4

alphabet limited number of symbols giving rise to spelling and writing ambiguities

Question 5

Th grapho-phonemic connection is the ability to match ________ (Graphemes) to ________ (phonemes)

Answer 5

matching letters (graphemes) to sounds (phonemes)

Question 6

Conrad et al found what about spelling and reading in development?

Answer 6

spelling more important than reading - improves both spelling and reading

Question 7

Coltheart et al dual route cascaded model has the _____ _______ system, the ______ ___-______ system, and the _________-________ conversion/rule system.

Answer 7

lexical semantic system and lexical non-semantic system
and grapheme-phoneme conversion system,

Question 8

The lexical semantic route is for words that we both know the _____and _______.

Answer 8

lexical semantic = words that we sound and recognise

Question 9

The lexical non-semantic route is for irregular ______/______ words. This skips the ______ system, going from how it is _______ to how it ______.

Answer 9

lexical non semantic = for irregular sounding or spelt words
skips semantic, goes from how it is spelled to how it sounds

Question 10

The grapheme-phoneme route is for ____ words, where we _______ have to figure out how the word ______. This is used more at a _____ ____

Answer 10

This route for new words where we effortfully have to figure out how it sounds
usually used more by young children as they learn

Question 11

The Dual Route cascaded model distinguishes ______ _____ and __________ dyslexia.

Answer 11

surface level and phonological dyslexia

Question 12

Surface level dyslexia is difficulties in reading _____ words such as yacht, so there is an issue with the _____-____ ______ route.
Phonological dyslexia is difficulties reading ___-_____, so there is a fault with the _______-_______ route

Answer 12

Surface level = difficulty in reading irregular sounding words - issue with lexical non-semantic route
Phonological dyslexia is difficulties reading non words, so issue with graphemic-phonemic route

Question 13

The 4 criticisms of the Dual Route cascaded model is that it doesn’t explain:

Answer 13

how dyslexia develops
how different routes are mastered
when different routes are mastered
how grapheme-phenome converter arises

Question 14

Frith’s stage model has what 3 stages?
How many steps does each stage have?

Answer 14

Logographic = 3
alphabetic = 3
orthographic = 2

Question 15

The logographic step refers to understanding the ____and ______ of a word.
The alphabetic step refrs to forming the ______ _____ connection
The orthographic step refers to our internal ________. At this stage we can ________ most words automatically

Answer 15

Logographic = understanding of letters and symbols
Alphabetic = grapheme phoneme connection
Orthographic = internal lexicon built up so can recognize sounds of new words easier

Question 16

A supporting point for Frith’s model is that it is a more _________ and ________ approach, with stages.
A critique of Frith’s model is evidence that the ________ stage may occur ________ than thought

Answer 16

Support = specified developmental approach
Critique = orthographic may develop earlier than thought

Question 17

Ehri’s phase model contains what 4 phases?

Answer 17

Pre-alphabetic
partial alphabetic
full alphabetic
consolidated alphabetic

Question 18

What can child do at the pre-alphabetic stage (pre-school)?

Answer 18

decode visual cues but no letter-sound relations

Question 19

What can a child do at the partial alphabetic stage?

Answer 19

letter knowledge and basic grapho-phonemic knowledge

Question 20

What can a child do at the full alphabetic page?

Answer 20

full grapheme phoneme connections
can use analogizing to predict words from sounds

Question 21

At the consolidated alphabetic stage what can a child do?

Answer 21

grapheme phoneme decoding
memory of patterns

Question 22

Ehri’s phase model is praised for being _____ and for showing the importance of ____ words. However a critique of the phase model is that it has no _______ _______ structure, and it lacks the ______ ______ stage.

Answer 22

+++ flexible model
shows the importance of sight words
—- no underlying cognitive structure
lacks a mature reading stage

Question 23

Eagle

Gentry’s spelling model has what 5 stages?
What occurs at each stage?

Answer 23

pre-communicative stage - experimenting with letter comnbinations
semi-phonetic stage - basic letter to sound connections
phonetic stage - developing grapheme phoneme connection
Transitional stage - developed phonemes (sounds) incorrect graphemes (spelling)
Correct stage = correct spelling of words

Question 24

In what order do we learn the following ?

Spelling Speaking reading writing listening

Answer 24

Listening 1st
speaking
reading
spelling
writing - last

Question 25

The key aspect in word learning is the _______-_________ connection.

Answer 25

grapheme-phoneme connection

Question 26

What is a better predictor of future performance, shown by both longitudinal studies and early intervention studies

A Early phonemic segmentation (GP - PG conversions)
B Early semantic understandings
C Early vocabulary development
D They are all equally predictive

Answer 26

A Early phonemic segmentation

Question 27

What intervention can improve word identification in both good and poor readers?

Answer 27

phonemic segmentation training

Question 28

It was found that _______ awareness was a larger contributor to reading ability than _______ short term memory and ____ awareness

Answer 28

phonemic awareness> Verbal STM and rime awareness

Question 29

Opaque languages require _____ processing, and have ____________ letter-phoneme connections. An example is the _______ language.

Answer 29

Opaque = deep processing
ambiguous letter phoneme connections
such as english

Question 30

Transparent languages require ________ processing, and have ____________ letter-phoneme connections. An example is the _______ language.

Answer 30

transparent = shallow processing
with consistent latter-phoneme connections
such as finnish

Question 31

Transparent languages have ______ access to phonemes, leading to improved _______, whereas opaque languages have _____ access to phonemes, leading to slower development of _________.

Answer 31

Transparent = easier access to phonemes leading to improved faster reading development
Opaque = less access to phonemes leading to slower reading development

Question 32

________ __________ was more important in opaque languages, because it is harder whereas _________ is more important in transparent languages, because phonemic awareness is already developed.

Answer 32

Phonemic awareness more of a factor in opaque languages
vocab more important in transparent languages