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Developmental > Reading and Spelling Development > Flashcards

Reading and Spelling Development Flashcards

1
Q

Is reading a process or automatic

A

A process

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2
Q

What is the information processing procedure for reading

A

Print -> Speech

Print -> Meaning

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3
Q

What is the information processing procedure for spelling

A

Speech -> Print

Meaning -> Print

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4
Q

What is required for reading writing and spelling

A

Secondary language skills
Building upon speaking and listening
Need instruction for oral language skills

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5
Q

Did the brain develop for reading writing or spelling

A

No

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6
Q

Has the condition of dyslexia always been present

A

No, developed once we learnt how to read

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7
Q

What are reading writing and spelling classed as

A

Secondary language skills

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8
Q

What do reading spelling and writing build on

A

Speaking and litestning

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9
Q

How do we develop reading spelling and writing

A

Need instruction and oral language skills

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10
Q

What three things does reading rely on

A

Vocab
Phonological skills
Reading skills

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11
Q

Define phonological skill

A

The ability to manipulate sounds and words

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12
Q

Define reading skills

A

The ability to read in a fluent way

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13
Q

What do reading comprehension and accuracy positively correlate with

A

Early reading acquisition

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14
Q

What resources does automatic reading give

A

Comprehension

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15
Q

What does vocabulary provide

A

Breadth and depth

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16
Q

What is morphology

A

Plays and playing

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17
Q

What is syntax

A

The order and use of words

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18
Q

What is the process of early reading development

A

Word reading = word recognition and decoding

Word reading = recognition decoding and vocal meaning

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19
Q

What is reading a combination of

A

Decoding x Comprehension

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20
Q

How do we read

A
  1. Recognise letters
  2. Decode sounds
  3. Analognise known words
  4. Predict worst from grapho-phoemic cortex
  5. Memory and semantic context
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21
Q

What is phonological awareness

A

Awareness of sounds and words

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22
Q

Are phonemes used in school when first teaching students how to read

A

Yes

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23
Q

What does visual communication involve

A

Mapping symbols to language units

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24
Q

What are the limited number of visual symbols

A

Ambiguities

Limits features represented

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25
Q

What visual symbols help children

A

When the shape correlates to the real life i.e. S snake

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26
Q

Who studied the effects of practice on reading and spelling

A

Conrad 2008

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27
Q

What did Conrad 2008 find in his effects of practice study

A

Word-specific transfer across skill: Proportion of practice words read and spelled correctly by both readers and spellers.

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28
Q

Which did Conrad find influenced each other greater

A

Spelling influenced reading, more than reading influenced spelling

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29
Q

What are the four models of reading and spelling development

A

Coltheart Dual Route Cascaded Model

Frith Stages model

Ehri Phases model

Gentry Spelling

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30
Q

How many routes does the dual route cascade model have

A

3

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31
Q

What are the three routes of the DRCM

A

Lexical semantic
Lexical non-semantic
Grapheme-Phoneme Conversion

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32
Q

How does the DRCM believe words are read

A

Units within each part

Excitation and inhibition

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33
Q

Who developed the DRCM

A

Coltheart et al. 2001

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34
Q

What is the lexical non-semantic route

A

Visual input -> letter -> orthographic input -> phonological -> phoneme

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35
Q

What is the route for GPC

A

Visual input -> letter units -> GPR system -> phoneme system

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36
Q

Who uses the DRCM

A

Early readers

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37
Q

Why do early readers use the DRCM

A

Letter units and the GP set up

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38
Q

Why does the DRCM work for dyslexia

A

Phono + other lexicon
GPC
Letter units

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39
Q

Is the DRCM a developmental model

A

NO

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40
Q

Can the DRCM be used for dyslexia

41
Q

What are the disadvantages of the DRCM

A

Unclear how different routes are masterd
Unclear when are they mastered
Unclear where does the GP convertor come from
Spelling

42
Q

What does the DRCM leave up for debate

A

lf there is a lesion or rules

43
Q

Who developed the stage model of reading development

A

Frith 1985

44
Q

What were the stages of Frith 1985s stage model

A

Logographic
Alphabetic
Orthographic

45
Q

What does the logopgrahic part of Friths model cover

A

Looking for logos when we read and recognising symbols context dependent and picture based

46
Q

What does the alphabetic phase of Frith’s model include

A

Learning the alphabet and the letters it represents

47
Q

What does the orthographic aspect of Frith’s model cover

A

Broader unresting of letter sad words an open model that could account for spoken word and writing

48
Q

What does Frith’s model account for

A

Developmental
Effects of environment
Steps

49
Q

What did Frith 1985upgrade her model to

A

Six-Step model of skills in reading and writing acquisition

50
Q

What does Frith’s new model account for

A

Reading and Spelling interacting

51
Q

What are the stages of Frith’s model

A 
Logo 1 & 2 Reading 
Logo 2 Spelling
Alphabet 1 & 2 S
Alphabet 2 R
Orthographic 1 and 2 R
 Orthographic 3 R
52
Q

What are the critiques of Firth stages critique

A

Orthographic understanding may build from start of aquisition (Cunningham and Stanovich 1993 1990)
Fails to explain how changes occur
Orthographic has since been defined as Non-phonological by Ehri

53
Q

What are the strengths of Frith’s stage model

A

More fully specified
Developmental approach
Support for reading and spelling stages; Bradley & Bryant, Berninger 1990 and Simmer 1991

54
Q

Who created the phase model

55
Q

What are the stages of Ehri’s model

A

Pre Alhabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic

56
Q

What occurs in Ehri’s pre-alphabetic stage

A

Decoding of visual cues, sight word reading

57
Q

What occurs in Ehri’s partial alphabetic stage

A

Phonetic cue reading, basic grapheme-phoneme connections , alphabetic knowledge,

58
Q

What occurs in Ehir’s full alphabetic stage

A

Full grapheme-phoneme connections , decode by analogy to sight words, start to predict words from sounds

59
Q

What occurs in Ehri’s consolidated alphabetic phase

A

Grapheme-Phoneme decoding, memory of patterns, consolidate similar letter sequences,

60
Q

What age are you in Ehri’s pre alphabetic stage

61
Q

What age are you in Ehri’s partial alphabetic

A

Early primary

62
Q

What age are you in Ehri’s full alphabetic stage

63
Q

What age are you in Ehri’s consolidated alphabetic stage

64
Q

What is a child able to do in the pre-alpahbetic stage of Ehri’s model

A

Scribbles resembling writing systems

65
Q

What is a child able to do in the partial alphabetic stage

A

Letter knowledge and phonemic awareness, essential letters for sounds

66
Q

What is a child able to do in the full alphabetic stage

A

Spelling phonetically complete and graphemically plausible s[ellings using conventional graphemes

67
Q

What level of understanding does a child have in the consolidated stage of Ehri’s model

A

Understanding of advanced alphabetic understanding of units, roots, affixes, families of words. Invent plausible spellings and known endings e.g. opurate

68
Q

What are the strengths of Ehri’s theory

A

That aliphatic concept is emphasised
The importance o sight words
The important of GPC connections
Flexibility

69
Q

What are the critiques of Ehri’s theory

A

No underlying cognitive strucutre (excitation or inhibition)
No mature reading stage
Pre-alphabetic is no-alphabetic but what is this

70
Q

Overall what are the weakness of stage/phase model

A

Dont specify entry requirements for each level
Some flexibility
Misses a final stage

71
Q

Overall what are some of the strengths of the stage/phase model

A

Structure for teachers and monitoring progress
Links reading and spelling
Misses a final stage

72
Q

What are the overall strengths of the DRCM

A

Specify underlying cognitive components

Complete model not developmental

73
Q

What are the overall weaknesses of the DRCM

A

Unclear how instructions would interact

74
Q

Who created the spelling model of 1982

75
Q

What were the stages of spelling according to Gentry 1982

A 
Precommunicative stage
Semiphotetic 
Phonetic
Transitioal
Correct
76
Q

When do the biggest predictors of reading and spelling occur

A

Later in life

77
Q

Who conducted a longitudinal study of the predictors for spelling and reading

A

Vellution Scalon 1987

Wagner 1997

78
Q

What did Velluntion 1987 and Wagner 1997 conclude were the best predictors of future performance

A

Phonemic segmentation

79
Q

What did Velluntion 1987 and Wagner 1997 conclude were the poorer predictors

A

Vocabulary and semantic ability

80
Q

What was Velluntion and Wagner’s procedures

A

Test -> G1 -> G2 -> G3

with 293 non-reading kindergarteners

81
Q

With regards to dyslexia what was found to be the largest unique contributor to word reading skills

A

Phonemic Awareness with unique contribution to word reading skills

82
Q

What was the procedure of the intervention evidence by Velluntion 1987

A

T1 - phonemic segmentation training
T2 - response aquistion -> test
T3-> control groups -> test

83
Q

In the intervention study which group had the greatest improvement in word identification and code aquistion

A

Phonemic Segmentation Training

84
Q

What level of readers was phonemic segemetnation training most effective for

A

Good and poor readers

85
Q

According to Melby-Lervag 2012 which three things contribute to dyslexic reading

A

Phonemic awareness, rime awareness

VSTM

86
Q

Why are the models believed to be less generalisable

A

Because of different langauges

87
Q

What are the two classifications of languages

A

Transparent and Opaque

88
Q

What are the differences between transparent and opaque languages

A

Transparent: shallow, consistent letter-phoneme relations
Opaque: deep, ambiguous letter-phoneme relations

89
Q

Which languages are transparent

A

Serbo-Croatian
Finnish
Italian
German

90
Q

Which languages are opaque

A

Danish
French
English

91
Q

Under what language have cross linguistic studies found phonological recoding to be quicker

A

Transparent

92
Q

What did Ziegler et al. 2010 believe predicted reading speed, accuracy, decaying speed and accuray

A

Phonological awareness

93
Q

How many languages and participants did Ziegler 2010 use

A

1265 children

5 languages

94
Q

What languages is phonological awareness more important in

95
Q

What type of language is vocal more important in

A

Transparent lagnauges

96
Q

Why does transparency effect the importantce of phonological awareness

A

Phonological awareness is interaction in a circle with reading

97
Q

In transparent languages children have early access to phonemes, what effect does this have

A

Improved reading, improved phonological awareness and representations

98
Q

Development of reading phonological awareness and representations are slower to develop in which languages

Developmental (10 decks)

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