Reading and Spelling development Flashcards
what skills does reading rely on?
- vocabulary
- phonological skills
- reading skills
what are reading, writing and spelling?
- secondary language skills
- build on speaking and listening
- need instruction and oral language skills
how is reading comprehension and accuracy correlated in early reading acquisition?
positively correlated
how does automatic reading give resources to comprehension?
- Vocabulary breadth & depth
- Morphology eg. Plays playing
S- yntax
what is reading made up of?
- word recognition
- decoding
- comprehension
how do we read?
- recognise letters from memory
- decode sounds
- analogise to known words
- predict words from grapho-phonemic context
- memory and semantic context
what is phonological awareness?
awareness of sounds in words
how to test if a child has phonological awareness?
pen and pipe
ask child:
Is there a /n/ sound?
Do they begin the same?
Do they rhyme with “Ten”?
What is the first sound
What / how many sounds can you hear in the words?
What do these sounds make?
What do you get if you remove the /p/ sound from Pen?
How do we learn to spell?
- first learn difference between things e.g. a, 6 and a symbol
- learning what normally comes at the end
- how letters come to make certain sounds
- difference between capital and lower case letter and when they are used
- how letters sound e.g. S snake
how is spelling linked to reading, Conrad (2008)
giving children spelling practice which helps reading and spelling. This is more than just practicing reading and the effect on spelling
what is the dual route cascade model, Coltherat et al., 2001
- look at a word
- extract visual feature units and the individual letters
- 2 routes: semantically related routes (semantic and non semantic), and the Grapheme-Phoneme Conversion (GPC)
- semantic route looks at the what the word means in memory
- non semantic word looks at how the word is spelt
- the Grapheme-Phoneme Conversion (GPC) is a more effortful we take when we encounter a new or unfamiliar word
cascade model so it all happens at the same time apart from looking at the word comes first and the speech comes last
what is surface dyslexia?
- difficulties reading irregular words (e.g. Yacht)
- affects the orthographic input lexicon
what is the Phonological dyslexia?
- difficulties in reading non-words (tegwop) due to difficulties manipulating parts of sounds and words
- affects the Grapheme-Phoneme Conversion (GPC)
what are some issues with the dual route cascade model?
- computational model, explains different forms of dyslexia and cognitively how people might read but its not a behavioural model
- explains issues and dyslexia difficulties but doesn’t inform what we can do to help people with dyslexia and teach them
outline the Frith (1985) Stage Model
- stage 1: logographic - children recognise words and objects e.g. like their name or shops
- stage 2: Alphabetic - child needs to visually represent words in other words, start to uncode unfamiliar and even nonsense words
- stage 3: orthographic - stage is reached when children don’t need to sound out words on a regular basis but can recognise words they have learnt in previous stage
