Reading, Writing, Spelling Flashcards
Information processing
Reading
Print - Speech
Print - Meaning
Information Processing
Spelling
Speech - Print
Meaning - Print
Reading, writing and spelling
➢Secondary language skills
➢Build on speaking & listening
➢Need instruction & oral language skills
Reading comprehension relies on
Vocabulary
Reading skill
Phonological skill
Reading comprehension and accuracy
Positively correlated in early reading acquisition
Automatic reading gives resources to comprehension
3
- Vocabulary breadth & depth
- Morphology eg. Plays playing
- Syntax
Building more vocabulary builds up
How good you are at reading, how much you enjoy reading
Equation
Reading = Decoding x Comprehension
Development
A)
B)
A) Word reading = word recognition and decoding
B) word reading = recognition, decoding and vocabulary for meaning
How do we read?
Strategies (5)
➢Recognise Letters (memory) ➢Decode Sounds (grapheme-phoneme) ➢Analogise to known words ➢Predict words from grapho-phonemic context ➢Memory & Semantic Context
Words that look similar and learn from them is called
Analogise to known words strategy
Starting to build up networks in brain is called
Memory and semantic context strategy
Phonological Awareness is
Awareness of sounds in words
Examples of phonological Awareness
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?
Writing
What goes into it?
Visual communication Mapping symbols to language units Limited number of symbols >> ➢Ambiguities ➢Limits features represented
Conrad 2008
Effect of practise
Word-specific transfer across skill: Proportion of practice words read and spelled correctly by both readers and spellers.
Group of kids being trained in reading
Group of kids being trained in spelling
Readers being good in reading but not good spelling
Spellers were as good as spelling as they were in reading
Uneven relationship between the two
Spelling important when learning to read
Models of reading and spelling development
➢Coltheart Dual Route Cascaded Model
➢Frith Stages model
➢Ehri Phases model
➢Gentry Spelling
What is Colthearts et al 2001 model
Dual route cascaded model
Coltheart et al 2001
Dual route cascaded model
Routes
➢Lexical Semantic ➢Lexical non-semantic ➢Grapheme-Phoneme Conversion (GPC) Units (e.g. letters) within each part Excitation & inhibition Turning written words into speech
Lexical semantic route
Like a dictionary
Activated when flows
Lexicons
Dual route cascaded model
Early readers
- Letter units
- GP system set up
Dual route cascaded model
Dyslexia
Phono & Ortho Lexicon
GPC
Letter Units
Dual route cascaded model
Lexical non semantic route good for words like Yacht
GPC- graph (picture form)
Phomene (sound form)
Allows you to sound out words
Dyslexia
Don’t have same access to pictures and sounds of words
Have issues with graphemes
Dual route cascaded model critiques
- How are different routes mastered?
- When are they mastered?
- Where does the GP convertor come from?
•Spelling - how to go from speech back to spelling was not set up in the model
Ziegler 2007
Dual route cascaded model critique
What was Friths 1985 model
The stage model
Friths 1985 stage model
Logographic- Alphabetic - Orthogrpahic - ??
3 stages
Developmental model
Effect of environment
Steps
Logographic- M in McDonalds, children may come to recognise the M (stored symbol?)
Alphabetic - sounds that letters represent
Orthographic - understanding of letters and words
Left it open at the end of the model, could be extended to account for speech and writing
Not full model but influential
Language acquisition in a child
Frith 1985 six step model of skills in reading and writing acquisition
1a 1b 2a 2b 3a 3b
Frith stages critique
- More fully specified
- Developmental approach
- Support for reading spelling linked stages
- Bradley & Bryant , Berninger et al 1990, Wimmer et al 1991
- Orthographic understanding may build from start of acquisition
- Cunningham & Stanovich (1993, 1990).
- Fails to explain how changes occur.
- Ehri: orthographic = non-phonological
•Bradley & Bryant , Berninger et al 1990, Wimmer et al 1991
Support for reading spelling linked stages
•Cunningham & Stanovich (1993, 1990).
Orthographic understanding may build from start of acquisition
What is Ehri 1995’s model
Phase model (Similar to Friths model)
Ehri 1995 phase model
Prealphabetic (Pre school) Partial alphabetic (Early primary) Full alphabetic (primary 1) Consolidated alphabetic (Primary 2)
Pre alphabetic
Pre school
Decoding, visual cues, sight word reading
Scribbling,es resemble writing system
Partial alphabetic
Early primary
Phonetic cue reading, basic graphemes phoneme connections, alphabetic knowledge
Letter knowledge and phonemic Awareness essential
Letters for sounds eg bz fo buzz
Full alphabetic
Primary 1
Full graphemes phoneme connections, decode by analogy to sight words, start to predict words from sounds
Spelling phonetically complete, plausible spellings using conventional graphemes, I.e. GP connections befor route learning
Consolidated alphabetic
Primary 2
Graphemes-Phoneme decoding, memory of patterns, consolidate similar letter sequences
Advanced alphabetic understanding of units, roots, affixes, families of words, invent of plausible spellings and known endings, e.g. Operate
Which stage where dyslexia starts to occur?
Partial Alphabetic
Early primary
Ehri 1995 Phase model
Two models
Reading and Spelling
Ehri Phases Critique
- Alphabetic concept emphasised
- Importance of sight words
- Importance of grapheme-phoneme connections (see Beech, 2005)
- Flexible
- No underlying cognitive structure
- No mature reading stage
- “Pre-alphabetic” is non-alphabetic, but what is it?
Beech 2005
Phases critique
•Importance of grapheme-phoneme connections
Stage / Phase Comparisons
- Structure for teachers & for monitoring progress (Ehri 1998)
- Don’t specify entry requirements for each level
- Some flexibility
- Linking reading and spelling
- Miss final stage
Comparisons
Dual route computational
- Specify underlying cognitive components
- Complete model, not developmental
- Unclear how instruction would interact
What is Gentry 1982 model
Spelling model
Gentry 1982 Spelling Model
- Precommunicative stage MPTVA
- Semiphonetic stage E
- Phonetic stage EGL
- Transitional stage EEGEL
- Correct stage EAGLE
Transparency affects importance of PA because:
Transparent: Early access to phonemes - improved reading – improved PA & phoneme representations
Opaque: less access to phonemes – slower development of reading, PA & representations
Vellutino and Scanlon 1987
Wagner et al 1997
Longitudinal evidence
Prediction
295 nursery students, non readers
Phonemic Segmentation : Best Predictor of Future Performance
Vocabulary & Semantic Ability: Poorer prediction
Vellutino & Scanlon (1987)
Intervention evidence 300 children (G2 and G6) Poor and normal readers Tests: (3) Phonemic Segmentation Training Response Acquisition Control groups
Phonemic segmentation training = Good & Poor Readers improved in word identification & code acquisition
Melby-Lervag, Lyster & Hulme (2012)
TD & Dyslexia:
Phonemic awareness larger unique contribution to word reading skills
Phonemic Awareness - good prediction of word reading
Rime Awareness
VSTM
Katz and Frost 1992
Transparent language
Shallow
Consistent letter phoneme
Italian / Finish
Opaque Language
Deep
Ambiguous letter phoneme relations
English
Cross Linguistic Studies
Phonological recoding (word-sound) = quicker to learn in transparent than opaque languages
English, an opaque language
Bomb, comb, tomb, Limb, climb Ache, anarchy, chameleon, parachute, machine Them, asthma, thyme Plough, cough, dough, thorough, Brought, drought Caught, draught
Ziegler et al 2010
1,265 children G2
Reading, Decoding, PA, Rapid Naming, Digit Span, NVIQ, Vocabulary
Phonological Awareness predicted Reading Speed & Accuracy and Decoding Speed & Accuracy across all 5 languages
PA even greater importance in opaque languages
Vocab more important in transparent languages
