Reading + Spelling Flashcards
We have not evolved any neurological biological mechanisms to read and wright due to it being recent (only 600yrs)
Information processing:
We have to understand the association between print, meaning, speech, and the context can affect the meaning of the word
What does a child use to sound out the words, to break down words into its constituents?
Phonological Skills
-Start to build up a vocabulary of words
-Reading comprehension improves
Reading comprehension:
Reading Comprehension & Accuracy are positively correlated in early reading acquisition.
eg. correctly sounding out the word links it to its semantics
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
What 2 things become automatic over time the more a child reads?
Syntax
rules about how sentences are structured
Morphology
(study of words) eg. Plays playing
rules about how sentences are structured are known as
Syntax
(study of words) eg. Plays playing is known as
Morphology
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:
Stages:
1- Word reading = word recognition & decoding
2- Word reading = recognition, decoding & vocab for meaning
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
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)
What is the process of smaller units of word mapping to sound?
Analogise to known words
When learning to spell:
Children need to work out the written word form
The meaning
The pronunciation
What is the effect of Practice?
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
Does spelling or reading strengthen a child’s autographic representation of memory
reading
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
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
The Dual Route Cascaded Model:
Name its 3 main routes
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
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?
The Orthographic Input Lexicon (C A T is Cat)
leads to
The Phonological Output Lexicon (what the word sounds like)
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?
The Dual Route Cascaded Model
Thus a Lexical semantic and Lexical non-semantic are formed
The Dual Route Cascaded Model:
Which pathway represents:
What a word looks like?
What a word sounds like?
What a word means?
Looks like = Orthographic Input Lexicon
Sounds like = Phonological Output Lexicon
Meaning of word = Semantic system (separate from 2 above)
Which route is this in the Coltheart Dual Route Cascaded Model?
Orthographic Input Lexicon> Phonological Output Lexicon> Semantic system
Lexicon Semantic
- used when you know the meaning of the word
What is Phonological Awareness?
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.
Which route is this in the Coltheart Dual Route Cascaded Model?
Lexical non-semantic
-use for irregular words that dont follow a semantic meaning represented by letter sound
Name the 4 Models of Reading & Spelling Development:
1- Coltheart Dual Route Cascaded Model
2- Frith Stages model
3- Ehri Phases model
4- Gntry Spelling
Which route is this in the Coltheart Dual Route Cascaded Model?
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
The Coltheart Dual Route Cascaded Model can explain which disorder?
Dyslexia
Which component/ route would be used to pronounce the word Yacht?
Orthographic input lexicon (Phonological route)
Difficulties in reading non-words (tegwop) due to difficulties manipulating parts of sounds and words is known as?
Phonological dyslexia
Route affected: Grapheme-Phoneme Conversion (GPC)
Difficulties reading irregular words (e.g. Yacht) is known as?
Surface dyslexia
Route affected: Orthographic Input Lexicon
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…
Grapheme-Phoneme Conversion (GPC) Route
Slowing down the Orthographic Input Lexicon Route would assimilate which type of dyslexia?
Surface dyslexia
Name a limitation of the The Dual Route Cascaded Model:
Although it explains the difficulties of Dyslexia
Fails to explain how they are acquired/ developed
or inform recommendations of better teaching methods.
Which model (in contrast to the Dual Route Cascaded Model) attempts to explain how dyslexia is acquired/ developed?
Frith (1985) Stage Model
What were Frith’s (1985) six-steps in the model of skills in reading and writing acquisition?
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
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:
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
Which model (in contrast to Frith’s 1985 Stages) attempts to explain the additional features of Frith’s model by adding alphabetical labels?
Ehri’s (1995) Phase Model
Name the 4 reading stages of Ehri’s (1995) Phase Model:
Name the 4 spelling stages of Ehri’s (1995) Phase Model:
Name a limitation of the stages of Ehri’s (1995) Phase Model:
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.
Which model attempts to explain the framework for understanding the developmental stages of spelling based on observation of children?
The Gentry (1982) Spelling Model
Name the components of the Gentry (1982) Spelling Model:
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)?
1- Pre-communicative stage
Gentry (1982) Spelling Model:
Which stage involves the child beginning to conceptualise that letters are used to represent words/ sounds (eg. E is Eagle)?
2- Semiphonetic stage
-alphabetic sequence increases (start to learn left from right)
R ARE AYT 80
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)?
3- Phonetic stage
IS YOR HAWS AT THRD STRET?
Gentry (1982) Spelling Model:
Which stage involves the child starting to adhere to more basic orthography (eg. EEGEL)
4- Transitional stage
-starting to look like the full word
EGUL / EIGHTEE
Gentry (1982) Spelling Model:
Which stage describes a perfect orthographic English spelling system allowing the child to correctly write Eagle?
5- Correct stage
EAGLE/EIGHTY
Gentry (1982) Spelling Model:
When a child is learning how to spell, what are the 4 main components?
Semantic
Phonological
Orthographic lexicons
GP/PG conversion
CHECK SOCIAL BOOK
Which 2 components from the Gentry (1982) Spelling Model are most important for predicting children’s reading ability?
Phonological Lexicon
GP/PG Conversion
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?
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
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?
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?
Good & Poor Readers improved in word identification & code acquisition
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?
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
Cross Linguistic Studies:
Phonological recoding (word-sound) = is quicker to learn in transparent than opaque languages.
Explain this:
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.
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?
False.
They will find it hard to understand Phonological recoding in Opaque languages such as English as Opaque languages have more irregular words.
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?
True
What route do transparent languages use
the GP/PG conversion route
Alphabetic Language Orthographies:
Name the languages that fit along the scale of:
Transparent Category
Opaque Category
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?
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
Why does Transparency of language affects the importance of phonemic awareness (PA)?
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
