Reading and Spelling Development

Question 1

what are secondary language skills?

Answer 1

reading, writing, and spelling - not core language skills

Question 2

n order to read, what do we need to understand?

Answer 2

the connections between:

print-speech (sounding out words)

print-meaning

Question 3

what is an opaque language?

Answer 3

a language with irregular words that aren’t written how they’re sounded out, context can influence how you interpret meaning

Question 4

give examples of irregular words?

Answer 4

yacht, knight, night, bow, bow

Question 5

what 4 things does vocab rely on?

Answer 5

• phonological skill
• vocabulary of words
• reading skill
• reading comprehension

Question 6

what does phonological skill refer to?

Answer 6

awareness of word sounds (understanding phonemes/individual letter sounds of a word to break down a word into its constituent parts)

Question 7

what is a grapheme?

Answer 7

what a word looks like on paper

Question 8

what does morphology refer to?

Answer 8

how words are formed e.g. plays vs playing both refer to same activity but word depends on meaning and rest of sentence structure

Question 9

what is the formula for reading?

Answer 9

decoding x comprehension

Question 10

what does phological awareness refer to?

Answer 10

awareness of sounds in words (smallest sounds in words)

Question 11

when learning to spell, what 3 things do we need to learn?

Answer 11

• written word form
• how its pronounced
• map this onto word itself

Question 12

describe the steps in how we learn to spell?

Answer 12

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

Question 13

describe findings of Conrad (2008) study into whether first practising reading vs practising spelling is best?

Answer 13

• both groups improve from practice
• practising spelling first = improves most on reading & spelling

Question 14

describe the main parts of the dual route cascaded model (coltheart et al., 2001)

Answer 14

1) look at print word

2) visual & letter units extracted

3) either go down orthographic input lexicon route, or grapheme-phoneme rule system

Question 15

once we have gone to the phonological output lexicon in the dual route cascaded model (coltheart et al., 2001), what happens?

Answer 15

we access our phoneme system and speak it

Question 16

is there an order in the dual route cascaded model (coltheart et al., 2001)?

Answer 16

no - everything happens at the same time (cascaded model) - arrows go back and forth to show this

Question 17

what is the grapheme-phone conversion route best for in the dual route cascaded model (coltheart et al., 2001)?

Answer 17

better for new words that follow rules of writing - units within each part (excitation and inhibition)

Question 18

what are the 2 forms of dyslexia?

Answer 18

surface dyslexia and phonological dyslexia

Question 19

what is surface dyslexia?

Answer 19

difficulty reading irregular words (yacht)

Question 20

what is phonological dyslexia?

Answer 20

difficulties reading non-words (tegwop) due to difficulties manipulating parts of sounds and words

Question 21

list the 3 stages in Frith (1985) stage model?

Answer 21

1) logographic stage
2) alphabetic stage
3) orthographic stage

Question 22

describe the alphabetic stage in Frith (1985) stage model

Answer 22

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

Question 23

describe the orthographic stage in Frith (1985) stage model

Answer 23

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

Question 24

what are the advantages of Frith (1985) six-step model of skills in reading and writing acquisition?

Answer 24

• recognises relationship between reading and spelling
• more fully specified
• developmental
• support for reading spelling linked stages

Question 25

what are the problems of Frith (1985) six-step model of skills in reading and writing acquisition?

Answer 25

• fails to explain how changes occur
• says orthographic non phonological
• orthographic understanding may build from start of acquisition

Question 26

what are sight words?

Answer 26

words you instantly recognise

Question 27

what are the disadvantages of Ehri (1995) phase model relate to reading?

Answer 27

what is pre-alphabetic?

Question 28

what are the advantages of Ehri (1995) phase model relate to reading?

Answer 28

• alphabetic concept emphasised (phonemic awareness vital for reading)
• importance of sight words
• importance of grapheme-phoneme connections
• flexible
• no underlying cog structure
• no mature reading stage

Question 29

what are the 5 stages in the gentry (1982) spelling model?

Answer 29

1) precommunicative
2) semi phonetic
3) phonetic
4) transitional
5) correct

Question 30

What are the most important predictors related to reading ability

Answer 30

• phonological lexicon
• grapheme-phoneme conversion route

Question 31

what did results from Velllutino & Scanlon (1987) longitudinal study show was the best predictor of reading performance?

Answer 31

phonemic segmentation (knowledge of word sounds)

Question 32

what is rime awareness?

Answer 32

understanding of how words are structured (what comes after first letter in word) - in english, it is consonant vowel etc

Question 33

what is a transparent language?

Answer 33

letter-sound correspondences more consistent and less irregular words