Reading and Spelling Development Flashcards
what are secondary language skills?
reading, writing, and spelling - not core language skills
n order to read, what do we need to understand?
the connections between:
print-speech (sounding out words)
print-meaning
what is an opaque language?
a language with irregular words that aren’t written how they’re sounded out, context can influence how you interpret meaning
give examples of irregular words?
yacht, knight, night, bow, bow
what 4 things does vocab rely on?
- phonological skill
- vocabulary of words
- reading skill
- reading comprehension
what does phonological skill refer to?
awareness of word sounds (understanding phonemes/individual letter sounds of a word to break down a word into its constituent parts)
what is a grapheme?
what a word looks like on paper
what does morphology refer to?
how words are formed e.g. plays vs playing both refer to same activity but word depends on meaning and rest of sentence structure
what is the formula for reading?
decoding x comprehension
what does phological awareness refer to?
awareness of sounds in words (smallest sounds in words)
when learning to spell, what 3 things do we need to learn?
- written word form
- how its pronounced
- map this onto word itself
describe the steps in how we learn to spell?
1) recognise what counts as a letter
2) recognise what kind of letters tend to appear at start/end of words (rhyme awareness)
3) recognise how letters come together to make certain sounds
4) difference between capital and lower case letters, how they sound diff
5) how do letters map onto sounds?
6) know irregular words
describe findings of Conrad (2008) study into whether first practising reading vs practising spelling is best?
- both groups improve from practice
- practising spelling first = improves most on reading & spelling
describe the main parts of the dual route cascaded model (coltheart et al., 2001)
1) look at print word
2) visual & letter units extracted
3) either go down orthographic input lexicon route, or grapheme-phoneme rule system
once we have gone to the phonological output lexicon in the dual route cascaded model (coltheart et al., 2001), what happens?
we access our phoneme system and speak it
is there an order in the dual route cascaded model (coltheart et al., 2001)?
no - everything happens at the same time (cascaded model) - arrows go back and forth to show this
what is the grapheme-phone conversion route best for in the dual route cascaded model (coltheart et al., 2001)?
better for new words that follow rules of writing - units within each part (excitation and inhibition)
what are the 2 forms of dyslexia?
surface dyslexia and phonological dyslexia
what is surface dyslexia?
difficulty reading irregular words (yacht)
what is phonological dyslexia?
difficulties reading non-words (tegwop) due to difficulties manipulating parts of sounds and words
list the 3 stages in Frith (1985) stage model?
1) logographic stage
2) alphabetic stage
3) orthographic stage
describe the alphabetic stage in Frith (1985) stage model
development of phonological awareness:
- visually represent words in different format from other objects and symbols
- acquires explicit knowledge of phonemes, letter order
- starts to decode unfamiliar and nonsense words
describe the orthographic stage in Frith (1985) stage model
where readers don’t need to sound out words on regular basis:
- can recognise words automatically
- instantly access their meaning
- match them to internal lexicon they built up in previous stages
- big vocab/lexicon
what are the advantages of Frith (1985) six-step model of skills in reading and writing acquisition?
- recognises relationship between reading and spelling
- more fully specified
- developmental
- support for reading spelling linked stages
