Reading development and dyslexia Flashcards
What two main strategies do children use to learn how to read?
Visual and Phonological
What is visual learning?
Where visually based whole world recognition requires attention to visual cues.
(visual) What did Masonheimer, Drum, and Ehi (1984) find?
Pre-schoolers could ‘read’ some signs, but not by using letters. Although they knew 62% of their letter sounds, they did not use them to read.
(visual) What did Gough, Juel, and Shurtleff (1990) do?
- Taught 4/5 year old four words, with one being with a thumbprint.
- It was more likely that children would learn the word with the thumbprint next to it using visual-based information.
:( - Strategy is short-lived.
(visual) What did Berniger, Abbott, and Shurtleff (1990) study?
- 1 year longitudinal study (visual language skills at the start of kindergarten.
- Compared reading in kindergarten at the start of the year compared to the end.
- Most words do not have ‘salient’ features, with no strategy for reading novel words, as well as there being too many words to learn.
What is phonological learning?
Known as phonological recording, where letters go to sounds, requiring attention to individuals/ground of letters and making links between letters and sounds.
(phon) What did Wimmer and Hummer (1989) study?
- Asked beginning reading to read words and pseudowords, with errors using being non-words.
- Preserved initial letter i.e., at least partially phonologically correct, and little evidence of visual strategy.
- However, pseudowords were read quite well, where these words should not be able to be read if a visual strategy us used because they have never been seen.
(phon) What did Ehri and Wilce (1985) discover?
- Photetic-cue reading, where evidence that children are able to use their knowledge of letter names/sounds link to letters.
- This requires children to have a representation of sound units, and letter sound knowledge.
What is phonological awareness (PA)?
- Knowledge that words are made up from separable units of sound within a word.
- Phonologically aware children are able to identify and manipulate units of sound within a word.
- Phonological skills have enduring ability to predict later reading ability and inability.
- Measured using tasks that require some operation.
What is Ehri’s Phase model?
A theory of how children progress through different phases of reading.
What is the first stage of Ehri’s phase model?
Pre- Alphabetic
- Connections between visual features (cues) and pronunciations.
- Cannot name many letters, lack phonemic awareness and only know a few words.
- Cannot read words that have not been previously memorised.
What is the second stage of Ehri’s phase model?
Partial Alphabetic
- Connections between sound and print to pronounce and identify words (phonetic cue reading).
- Often first/last consonants, so may read ‘join’ and ‘john’ in similar ways.
- Only remember taught words easier than in previous phase.
- May confuse similarly spelled words, as they only have partial letter-sound knowledge.
What is the third stage of Ehri’s phase model?
Full Alphabetic
- Full knowledge of letter-sound correspondences (grapho-phonmeic knowledge).
- No longer confused by similarly spelled words, and can read previously unseen words, sight vocab steadily increases and can spell short regular words.
What is the fourth Ehri’s phase model?
Consolidated Alphabetic
- Like orthographic stage, where recurring letter patterns can be unitised or consolidated, reducing memory load.
- Can decode multisyllabic words by ‘chunking’, remembering spellings of words.
Why do some children find reading and writing difficult?
- Both Frith and Ehri argue that they become stuck at the alphabetic stage.
- Learning and applying letter sound correspondences is a challenge.
- Learning letter-sound correspondences requires phonological awareness (if PA or phonological processing is poor, LSK will be impaired at alphabetic stage).
