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
six-step model of skills in reading and writing acquisition, Frith (1985)
- recognises relationship between spelling and reading
- 3 stage theory originally proposed developed into 6
- recognises the stages in reading and writing and the associations between them
- helps teachers better understand how to help children
- have to read some words in order to learn to spell (logograohic)
- to read more words have to learn how letters make words and the sounds (alphabetic)
- spelling practice improves reading so as becomes more developed they have a large vocab and enter the orthographic words
Frith Stages Critique
- More fully specified
- Developmental approach
- Support for reading spelling linked stages
- Bradley & Bryant , Berninger et al 1990, Wimmer et al 1991
Orthographic understanding may build from start of acquisition - Cunningham & Stanovich (1993, 1990). Fails to explain how changes occur.
- Ehri: orthographic = non-phonological
Ehri (1995) Phase Model for spelling
pre Alphabetic
- scribbles resemble writing letters
Partial Alphabetic
- lettter knowledeg and phonemic awareness essential, letters for sounds e.g. bz for buzz
Full Alphabetic
- spelling phonetically complete, graphemically plausible spellings using conventional graphemes i.e. G-P connections before rota learning e.g. pekt for peeked, wif for wife
Consolidated Alphabetic
- Advanced alphabetic understanding of units, roots, affixes, families of words. Invert plausible spellings and known endings e.g. opurate
Ehri (1995) Phase Model for reading
pre Alphabetic
- decoding viusal cues, sight word reading “look camel” (no letter-sound relations)
Partial Alphabetic
- phonetic cue reading, basic grapheme-phenome connections, alphabetic knowledge
Full Alphabetic
- Full grapheme-phenome connections, decode by analogy to sight words start to predict words from sounds
Consolidated Alphabetic
- Grapheme-Phoneme decoding, memory of patterns, consolidate similar letter sequences
Ehri Phases Critique
- Alphabetic concept emphasised
- Importance of sight words
- Importance of grapheme-phoneme connections (see Beech, 2005)
- Flexible
- No underlying cognitive structure
- No mature reading stage
- “Pre-alphabetic” is non-alphabetic, but what is it?
Gentry (1982) Spelling Model
- Precommunicative stage: writes letters but may not make any words when trying to spell
- Semiphonetic stage: beginning to conceptualise letters and sound, e.g. letter ‘R’ for the word ‘are’.
- Phonetic stage: all sounds will be represented in words but letters may not be used right, ‘egl’ for eagle’
- Transitional stage: all sounds are represented but still not quite right, may struggle with letter pairings e.g. ‘eegel’ for ‘eagle’
- correct stage: spell eagle as eagle
how are listening, speaking ad writing llinked
see diagram on OneNote
phonological awareness Intervention Evidence, Vellutino & Scanlon (1987)
- 300 children (G2 & G6) Poor & Normal Readers
- split into 3 groups
- tested before and after intervention
- group1 intervention: Phonemic Segmentation Training
- group 2: Response Acquisition
- group 3: Control Groups
- found the group with Phonemic Segmentation Training improved the most. Good & Poor Readers improved in word identification & code acquisition
Longitudinal Evidence (prediction of later reading ability) Vellutino & Scanlon (1987), also Wagner at al (1997)
- 295 kindergarteners, non-readers
- given an assessment on phonological awareness and phonemic segmenation (means pulling apart words and how sounds match onto letters) and vocabulary and semantic ability
- found phonemic segrementation was the best predictor of future performance
- Vocabulary & Semantic Ability was the poorer prediction
