Reading and Spelling Development Flashcards
Is reading a process or automatic
A process
What is the information processing procedure for reading
Print -> Speech
Print -> Meaning
What is the information processing procedure for spelling
Speech -> Print
Meaning -> Print
What is required for reading writing and spelling
Secondary language skills
Building upon speaking and listening
Need instruction for oral language skills
Did the brain develop for reading writing or spelling
No
Has the condition of dyslexia always been present
No, developed once we learnt how to read
What are reading writing and spelling classed as
Secondary language skills
What do reading spelling and writing build on
Speaking and litestning
How do we develop reading spelling and writing
Need instruction and oral language skills
What three things does reading rely on
Vocab
Phonological skills
Reading skills
Define phonological skill
The ability to manipulate sounds and words
Define reading skills
The ability to read in a fluent way
What do reading comprehension and accuracy positively correlate with
Early reading acquisition
What resources does automatic reading give
Comprehension
What does vocabulary provide
Breadth and depth
What is morphology
Plays and playing
What is syntax
The order and use of words
What is the process of early reading development
Word reading = word recognition and decoding
Word reading = recognition decoding and vocal meaning
What is reading a combination of
Decoding x Comprehension
How do we read
- Recognise letters
- Decode sounds
- Analognise known words
- Predict worst from grapho-phoemic cortex
- Memory and semantic context
What is phonological awareness
Awareness of sounds and words
Are phonemes used in school when first teaching students how to read
Yes
What does visual communication involve
Mapping symbols to language units
What are the limited number of visual symbols
Ambiguities
Limits features represented
What visual symbols help children
When the shape correlates to the real life i.e. S snake
Who studied the effects of practice on reading and spelling
Conrad 2008
What did Conrad 2008 find in his effects of practice study
Word-specific transfer across skill: Proportion of practice words read and spelled correctly by both readers and spellers.
Which did Conrad find influenced each other greater
Spelling influenced reading, more than reading influenced spelling
What are the four models of reading and spelling development
Coltheart Dual Route Cascaded Model
Frith Stages model
Ehri Phases model
Gentry Spelling
How many routes does the dual route cascade model have
3
What are the three routes of the DRCM
Lexical semantic
Lexical non-semantic
Grapheme-Phoneme Conversion
How does the DRCM believe words are read
Units within each part
Excitation and inhibition
Who developed the DRCM
Coltheart et al. 2001
What is the lexical non-semantic route
Visual input -> letter -> orthographic input -> phonological -> phoneme
What is the route for GPC
Visual input -> letter units -> GPR system -> phoneme system
Who uses the DRCM
Early readers
Why do early readers use the DRCM
Letter units and the GP set up
Why does the DRCM work for dyslexia
Phono + other lexicon
GPC
Letter units
Is the DRCM a developmental model
NO
Can the DRCM be used for dyslexia
YES
What are the disadvantages of the DRCM
Unclear how different routes are masterd
Unclear when are they mastered
Unclear where does the GP convertor come from
Spelling
What does the DRCM leave up for debate
lf there is a lesion or rules
Who developed the stage model of reading development
Frith 1985
What were the stages of Frith 1985s stage model
Logographic
Alphabetic
Orthographic
What does the logopgrahic part of Friths model cover
Looking for logos when we read and recognising symbols context dependent and picture based
What does the alphabetic phase of Frith’s model include
Learning the alphabet and the letters it represents
What does the orthographic aspect of Frith’s model cover
Broader unresting of letter sad words an open model that could account for spoken word and writing
What does Frith’s model account for
Developmental
Effects of environment
Steps
What did Frith 1985upgrade her model to
Six-Step model of skills in reading and writing acquisition
What does Frith’s new model account for
Reading and Spelling interacting
What are the stages of Frith’s model
Logo 1 & 2 Reading Logo 2 Spelling Alphabet 1 & 2 S Alphabet 2 R Orthographic 1 and 2 R Orthographic 3 R
What are the critiques of Firth stages critique
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
What are the strengths of Frith’s stage model
More fully specified
Developmental approach
Support for reading and spelling stages; Bradley & Bryant, Berninger 1990 and Simmer 1991
Who created the phase model
Ehri 1995
What are the stages of Ehri’s model
Pre Alhabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic
What occurs in Ehri’s pre-alphabetic stage
Decoding of visual cues, sight word reading
What occurs in Ehri’s partial alphabetic stage
Phonetic cue reading, basic grapheme-phoneme connections , alphabetic knowledge,
What occurs in Ehir’s full alphabetic stage
Full grapheme-phoneme connections , decode by analogy to sight words, start to predict words from sounds
What occurs in Ehri’s consolidated alphabetic phase
Grapheme-Phoneme decoding, memory of patterns, consolidate similar letter sequences,
What age are you in Ehri’s pre alphabetic stage
Preschool
What age are you in Ehri’s partial alphabetic
Early primary
What age are you in Ehri’s full alphabetic stage
Primary 1
What age are you in Ehri’s consolidated alphabetic stage
Primary 2
What is a child able to do in the pre-alpahbetic stage of Ehri’s model
Scribbles resembling writing systems
What is a child able to do in the partial alphabetic stage
Letter knowledge and phonemic awareness, essential letters for sounds
What is a child able to do in the full alphabetic stage
Spelling phonetically complete and graphemically plausible s[ellings using conventional graphemes
What level of understanding does a child have in the consolidated stage of Ehri’s model
Understanding of advanced alphabetic understanding of units, roots, affixes, families of words. Invent plausible spellings and known endings e.g. opurate
What are the strengths of Ehri’s theory
That aliphatic concept is emphasised
The importance o sight words
The important of GPC connections
Flexibility
What are the critiques of Ehri’s theory
No underlying cognitive strucutre (excitation or inhibition)
No mature reading stage
Pre-alphabetic is no-alphabetic but what is this
Overall what are the weakness of stage/phase model
Dont specify entry requirements for each level
Some flexibility
Misses a final stage
Overall what are some of the strengths of the stage/phase model
Structure for teachers and monitoring progress
Links reading and spelling
Misses a final stage
What are the overall strengths of the DRCM
Specify underlying cognitive components
Complete model not developmental
What are the overall weaknesses of the DRCM
Unclear how instructions would interact
Who created the spelling model of 1982
Gentry
What were the stages of spelling according to Gentry 1982
Precommunicative stage Semiphotetic Phonetic Transitioal Correct
When do the biggest predictors of reading and spelling occur
Later in life
Who conducted a longitudinal study of the predictors for spelling and reading
Vellution Scalon 1987
Wagner 1997
What did Velluntion 1987 and Wagner 1997 conclude were the best predictors of future performance
Phonemic segmentation
What did Velluntion 1987 and Wagner 1997 conclude were the poorer predictors
Vocabulary and semantic ability
What was Velluntion and Wagner’s procedures
Test -> G1 -> G2 -> G3
with 293 non-reading kindergarteners
With regards to dyslexia what was found to be the largest unique contributor to word reading skills
Phonemic Awareness with unique contribution to word reading skills
What was the procedure of the intervention evidence by Velluntion 1987
T1 - phonemic segmentation training
T2 - response aquistion -> test
T3-> control groups -> test
In the intervention study which group had the greatest improvement in word identification and code aquistion
Phonemic Segmentation Training
What level of readers was phonemic segemetnation training most effective for
Good and poor readers
According to Melby-Lervag 2012 which three things contribute to dyslexic reading
Phonemic awareness, rime awareness
VSTM
Why are the models believed to be less generalisable
Because of different langauges
What are the two classifications of languages
Transparent and Opaque
What are the differences between transparent and opaque languages
Transparent: shallow, consistent letter-phoneme relations
Opaque: deep, ambiguous letter-phoneme relations
Which languages are transparent
Serbo-Croatian
Finnish
Italian
German
Which languages are opaque
Danish
French
English
Under what language have cross linguistic studies found phonological recoding to be quicker
Transparent
What did Ziegler et al. 2010 believe predicted reading speed, accuracy, decaying speed and accuray
Phonological awareness
How many languages and participants did Ziegler 2010 use
1265 children
5 languages
What languages is phonological awareness more important in
Opaque
What type of language is vocal more important in
Transparent lagnauges
Why does transparency effect the importantce of phonological awareness
Phonological awareness is interaction in a circle with reading
In transparent languages children have early access to phonemes, what effect does this have
Improved reading, improved phonological awareness and representations
Development of reading phonological awareness and representations are slower to develop in which languages
Opaque
