Reading + Spelling Flashcards

1
Q

We have not evolved any neurological biological mechanisms to read and wright due to it being recent (only 600yrs)

Information processing:

A

We have to understand the association between print, meaning, speech, and the context can affect the meaning of the word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What does a child use to sound out the words, to break down words into its constituents?

A

Phonological Skills

-Start to build up a vocabulary of words
-Reading comprehension improves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Reading comprehension:

Reading Comprehension & Accuracy are positively correlated in early reading acquisition.
eg. correctly sounding out the word links it to its semantics

A

Automatic reading gives resources for comprehension
Vocabulary breadth & depth
Morphology (study of words) eg. Plays playing
Syntax (rules about how sentences are structured)

These become automatic over time the more a child reads

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What 2 things become automatic over time the more a child reads?

A

Syntax
rules about how sentences are structured

Morphology
(study of words) eg. Plays playing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

rules about how sentences are structured are known as

A

Syntax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

(study of words) eg. Plays playing is known as

A

Morphology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Processing in early development:

Children move on to reading for meaning rather than effortful decoding as children think about the structure of the sentence

Name the 2 stages:

A

Stages:
1- Word reading = word recognition & decoding
2- Word reading = recognition, decoding & vocab for meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How do children read?

May know similar words like dog then be able to sound out dog
it has common units of other words by chunking methods

A

Recognise Letters (from memory) hog/dog
Decode Sounds (grapheme-phoneme) intresting
Analogise to known words (smaller units of word mapping to sound)
Predict words from grapho-phonemic context
Memory & Semantic Context (yacht memorise word)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the process of smaller units of word mapping to sound?

A

Analogise to known words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

When learning to spell:
Children need to work out the written word form
The meaning
The pronunciation

What is the effect of Practice?

A

If you give children spelling practices, it improves both spelling and reading

Reading only does not improve both spelling and reading (just reading)
It strengthens a child’s autographic representation of memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Does spelling or reading strengthen a child’s autographic representation of memory

A

reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Which model expresses 3 routes of

Lexical Semantic = mental dictionary of Orthographic written words

Lexical non-semantic

Grapheme-Phoneme Conversion (GPC) = (children use this route) c a t is CAT sounding it out loud

A

The Dual Route Cascaded Model

-Model acknowledges we do not have to know meaning of a word in order to know how to pronounce it
-Everything happens at the same time Units (e.g. letters) within each part through Excitation & inhibition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The Dual Route Cascaded Model:
Name its 3 main routes

A

Lexical Semantic = mental dictionary of Orthographic written words and their semantic meaning is known

Lexical non-semantic= mental dictionary of Orthographic written words with unknown semantic meaning

Grapheme-Phoneme Conversion (GPC) = (children use this route) c a t is CAT sounding it out loud

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

The Dual Route Cascaded Model:
You see the visual units which are extracted from the printed words
as well as letter units

Which pathway involves a mental dictionary of Orthographic written words and knowledge of what all the words look like?

What pathway does it lead to?

A

The Orthographic Input Lexicon (C A T is Cat)
leads to
The Phonological Output Lexicon (what the word sounds like)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Which model acknowledges that individuals do not have to know the meaning of a word (semantic value) in order to identify the word (Orthographic Input Lexicon) thus creating 2 separate pathways of learning?

A

The Dual Route Cascaded Model

Thus a Lexical semantic and Lexical non-semantic are formed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

The Dual Route Cascaded Model:
Which pathway represents:
What a word looks like?
What a word sounds like?
What a word means?

A

Looks like = Orthographic Input Lexicon
Sounds like = Phonological Output Lexicon

Meaning of word = Semantic system (separate from 2 above)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Which route is this in the Coltheart Dual Route Cascaded Model?

Orthographic Input Lexicon> Phonological Output Lexicon> Semantic system

A

Lexicon Semantic
- used when you know the meaning of the word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is Phonological Awareness?

A

Awareness of sounds in words
c a t cat

Pen Pipe

Is there a /n/ sound?
Do they begin the same?
Do they rhyme with “Ten”?
What is the first sound
What / how many sounds can you hear in the words?
What do these sounds make?
What do you get if you remove the /p/ sound from Pen?

Ask children about their understanding of what the smallest sounds are.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Which route is this in the Coltheart Dual Route Cascaded Model?

A

Lexical non-semantic
-use for irregular words that dont follow a semantic meaning represented by letter sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Name the 4 Models of Reading & Spelling Development:

A

1- Coltheart Dual Route Cascaded Model
2- Frith Stages model
3- Ehri Phases model
4- Gntry Spelling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Which route is this in the Coltheart Dual Route Cascaded Model?

A

Grapheme-Phoneme Conversion (GPC)
-used for words like tegwop, that are novel and follow the rules of writing
-(effortful route) as you have to sound them out loud

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

The Coltheart Dual Route Cascaded Model can explain which disorder?

A

Dyslexia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Which component/ route would be used to pronounce the word Yacht?

A

Orthographic input lexicon (Phonological route)

24
Q

Difficulties in reading non-words (tegwop) due to difficulties manipulating parts of sounds and words is known as?

A

Phonological dyslexia

Route affected: Grapheme-Phoneme Conversion (GPC)

25
Q

Difficulties reading irregular words (e.g. Yacht) is known as?

A

Surface dyslexia

Route affected: Orthographic Input Lexicon

26
Q

In early readers a route of pronunciation of words is set up.

Children with Phonological Dyslexia are assimilated by slowing down the operation of the Non-Lexical Route which is…

A

Grapheme-Phoneme Conversion (GPC) Route

27
Q

Slowing down the Orthographic Input Lexicon Route would assimilate which type of dyslexia?

A

Surface dyslexia

28
Q

Name a limitation of the The Dual Route Cascaded Model:

A

Although it explains the difficulties of Dyslexia

Fails to explain how they are acquired/ developed
or inform recommendations of better teaching methods.

29
Q

Which model (in contrast to the Dual Route Cascaded Model) attempts to explain how dyslexia is acquired/ developed?

A

Frith (1985) Stage Model

30
Q

What were Frith’s (1985) six-steps in the model of skills in reading and writing acquisition?

A

It’s quite a basic model
First must develop basic word recognition (Logographic) before attempting to read them
Then learn the formation of word (sounds/letters) +spelling practice
Should build up a vocab of words they can read = should practice more spelling

31
Q

Although there is support for reading spelling linked stages.
Bradley & Bryant , Berninger et al 1990, Wimmer et al 1991

Name a limitation of Frith’s (1985) Stages:

A

They express Orthographic understanding at the end of their model.

Previous research indicates Orthographic understanding may build from the start of acquisition
Cunningham & Stanovich (1993, 1990).

Fails to explain how changes occur.

It separates Orthographic from the non-phonological loop which is confusing

32
Q

Which model (in contrast to Frith’s 1985 Stages) attempts to explain the additional features of Frith’s model by adding alphabetical labels?

A

Ehri’s (1995) Phase Model

33
Q

Name the 4 reading stages of Ehri’s (1995) Phase Model:

A
34
Q

Name the 4 spelling stages of Ehri’s (1995) Phase Model:

A
35
Q

Name a limitation of the stages of Ehri’s (1995) Phase Model:

A

Although the phases go into detail about how the phases are adapted and developed (alphabetic concept emphasised)
Importance of sight words (instantly recognised words)
Importance of grapheme-phoneme connections (see Beech, 2005),

There is no underlying cognitive structure
No mature reading stage
“Pre-alphabetic” is non-alphabetic, but what is it? Not clearly defined.

36
Q

Which model attempts to explain the framework for understanding the developmental stages of spelling based on observation of children?

A

The Gentry (1982) Spelling Model

37
Q

Name the components of the Gentry (1982) Spelling Model:

A
38
Q

Gentry (1982) Spelling Model:
Which stage involves children learning about letters but still not knowing how they map onto speech sounds, thus children may give you a list of random letters in CAPITAL format (eg. MPVTA is Eagle)?

A

1- Pre-communicative stage

39
Q

Gentry (1982) Spelling Model:
Which stage involves the child beginning to conceptualise that letters are used to represent words/ sounds (eg. E is Eagle)?

A

2- Semiphonetic stage

-alphabetic sequence increases (start to learn left from right)
R ARE AYT 80

40
Q

Gentry (1982) Spelling Model:
Which stage involves child being able to provide all the letters contributing to the sound of the word but may lack other letters present (eg. EGL)?

A

3- Phonetic stage

IS YOR HAWS AT THRD STRET?

41
Q

Gentry (1982) Spelling Model:
Which stage involves the child starting to adhere to more basic orthography (eg. EEGEL)

A

4- Transitional stage
-starting to look like the full word

EGUL / EIGHTEE

42
Q

Gentry (1982) Spelling Model:
Which stage describes a perfect orthographic English spelling system allowing the child to correctly write Eagle?

A

5- Correct stage

EAGLE/EIGHTY

43
Q

Gentry (1982) Spelling Model:
When a child is learning how to spell, what are the 4 main components?

A

Semantic
Phonological
Orthographic lexicons
GP/PG conversion

CHECK SOCIAL BOOK

44
Q

Which 2 components from the Gentry (1982) Spelling Model are most important for predicting children’s reading ability?

A

Phonological Lexicon
GP/PG Conversion

45
Q

Vellutino & Scanlon (1987), also Wagner at al (1997) did a longitudinal study on kindergarteners testing them on Phonemic segmentation (sounds present in the letters), Vocabulary & Semantic Ability (meaning of words).

What did they find was the best predictor of future performance and what was a poorer prediction?

A

Best= Phonemic segmentation (sounds present in the letters)

Poorer= Vocabulary & Semantic Ability

beyond Grade 3,4,5 and 6
So this is evidence for Phonological Awareness

46
Q

Study intervention designs can be used to study a hypothesis such as phonological awareness importance on predicting future reading ability as you can test an intervention designed to improve the ability.

Vellutino & Scanlon (1987) tested 300 children (G2 & G6) Poor & Normal Readers in a within-between subjects design. What were the 3 conditions?

A
47
Q

Vellutino & Scanlon (1987) tested 300 children (G2 & G6) Poor & Normal Readers in a within-between subjects design.

Which group improved most on future reading ability?

A

Good & Poor Readers improved in word identification & code acquisition

48
Q

Phonological processing/ awareness is very important for reading and development.
Melby-Lervag, Lyster & Hulme (2012) did a systematic review on
TD & Dyslexia: Phonemic awareness larger unique contribution to word reading skills. Which 3 components did they test to see if there was a relationship between in relation to future reading performance?

A

Rime= An understanding of how words are structured (constant then vowel constant in English)
Verbal Short Term Memory

But PA was the most important predictor

49
Q

Cross Linguistic Studies:

Phonological recoding (word-sound) = is quicker to learn in transparent than opaque languages.
Explain this:

A

Transparent languages consist of less irregular words and more word-sound correspondence in the rules of writing

Opaque languages such as English has many irregular words that do not perform to the rules.

Thus a language with Phonological recoding is quicker to learn.

50
Q

A person with surface dyslexia (difficulty with reading irregular words) will find it harder to understand Phonological recoding (word=sound) in transparent languages. True or false?

A

False.

They will find it hard to understand Phonological recoding in Opaque languages such as English as Opaque languages have more irregular words.

51
Q

A person with Phonological Dyslexia (difficulty in reading none words) will find it harder to understand Phonological recording (word=sound) in transparent languages. True of false?

A

True

52
Q

What route do transparent languages use

A

the GP/PG conversion route

53
Q

Alphabetic Language Orthographies:
Name the languages that fit along the scale of:
Transparent Category
Opaque Category

A
54
Q

Ziegler et al (2010) explored the importance of phonological awareness and reading ability across 5 different languages (sample 1265 in children in grade 2)

What were the findings?

A

Found Phonological Awareness (PA) predicted
Reading Speed & Accuracy and Decoding Speed & Accuracy
across all 5 languages

PA more importance in opaque languages

Vocab more important in transparent languages

55
Q

Why does Transparency of language affects the importance of phonemic awareness (PA)?

A

Because in Transparent languages readers have early access to phonemes
-leads to improved reading/ PA+ Phoneme representations

Opaque languages have less access to phonemes
due to less irregular words presented
-leads to slower development of reading, PA+ representations