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Developmental > Reading, Writing, Spelling > Flashcards

Reading, Writing, Spelling Flashcards

1
Q

Information processing

Reading

A

Print - Speech

Print - Meaning

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2
Q

Information Processing

Spelling

A

Speech - Print

Meaning - Print

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3
Q

Reading, writing and spelling

A

➢Secondary language skills
➢Build on speaking & listening
➢Need instruction & oral language skills

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4
Q

Reading comprehension relies on

A

Vocabulary
Reading skill
Phonological skill

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5
Q

Reading comprehension and accuracy

A

Positively correlated in early reading acquisition

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6
Q

Automatic reading gives resources to comprehension

3

A
  • Vocabulary breadth & depth
  • Morphology eg. Plays playing
  • Syntax
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7
Q

Building more vocabulary builds up

A

How good you are at reading, how much you enjoy reading

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8
Q

Equation

A

Reading = Decoding x Comprehension

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9
Q

Development
A)
B)

A

A) Word reading = word recognition and decoding

B) word reading = recognition, decoding and vocabulary for meaning

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10
Q

How do we read?

Strategies (5)

A 
➢Recognise Letters (memory)
➢Decode Sounds (grapheme-phoneme)
➢Analogise to known words
➢Predict words from grapho-phonemic context
➢Memory & Semantic Context
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11
Q

Words that look similar and learn from them is called

A

Analogise to known words strategy

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12
Q

Starting to build up networks in brain is called

A

Memory and semantic context strategy

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13
Q

Phonological Awareness is

A

Awareness of sounds in words

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14
Q

Examples of phonological Awareness

A

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?

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15
Q

Writing

What goes into it?

A 
Visual communication
Mapping symbols to language units
Limited number of symbols >>
➢Ambiguities
➢Limits features represented
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16
Q

Conrad 2008

Effect of practise

A

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

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17
Q

Models of reading and spelling development

A

➢Coltheart Dual Route Cascaded Model
➢Frith Stages model
➢Ehri Phases model
➢Gentry Spelling

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18
Q

What is Colthearts et al 2001 model

A

Dual route cascaded model

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19
Q

Coltheart et al 2001
Dual route cascaded model
Routes

A 
➢Lexical Semantic
➢Lexical non-semantic
➢Grapheme-Phoneme Conversion (GPC)
Units (e.g. letters) within each part
Excitation & inhibition
Turning written words into speech
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20
Q

Lexical semantic route

A

Like a dictionary
Activated when flows
Lexicons

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21
Q

Dual route cascaded model

Early readers

A
  • Letter units

- GP system set up

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22
Q

Dual route cascaded model

Dyslexia

A

Phono & Ortho Lexicon
GPC
Letter Units

23
Q

Dual route cascaded model

A

Lexical non semantic route good for words like Yacht
GPC- graph (picture form)
Phomene (sound form)
Allows you to sound out words

24
Q

Dyslexia

A

Don’t have same access to pictures and sounds of words

Have issues with graphemes

25
Q

Dual route cascaded model critiques

A
  • 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

26
Q

Ziegler 2007

A

Dual route cascaded model critique

27
Q

What was Friths 1985 model

A

The stage model

28
Q

Friths 1985 stage model

A

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

29
Q

Frith 1985 six step model of skills in reading and writing acquisition

A 
1a 
1b 
2a
2b
3a
3b
30
Q

Frith stages critique

A
  • 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
31
Q

•Bradley & Bryant , Berninger et al 1990, Wimmer et al 1991

A

Support for reading spelling linked stages

32
Q

•Cunningham & Stanovich (1993, 1990).

A

Orthographic understanding may build from start of acquisition

33
Q

What is Ehri 1995’s model

A 
Phase model 
(Similar to Friths model)
34
Q

Ehri 1995 phase model

A 
Prealphabetic 
(Pre school)
Partial alphabetic 
(Early primary) 
Full alphabetic 
(primary 1) 
Consolidated alphabetic 
(Primary 2)
35
Q

Pre alphabetic

A

Pre school
Decoding, visual cues, sight word reading
Scribbling,es resemble writing system

36
Q

Partial alphabetic

A

Early primary
Phonetic cue reading, basic graphemes phoneme connections, alphabetic knowledge
Letter knowledge and phonemic Awareness essential
Letters for sounds eg bz fo buzz

37
Q

Full alphabetic

A

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

38
Q

Consolidated alphabetic

A

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

39
Q

Which stage where dyslexia starts to occur?

A

Partial Alphabetic

Early primary

40
Q

Ehri 1995 Phase model

Two models

A

Reading and Spelling

41
Q

Ehri Phases Critique

A
  • 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?
42
Q

Beech 2005

A

Phases critique

•Importance of grapheme-phoneme connections

43
Q

Stage / Phase Comparisons

A
  • 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
44
Q

Comparisons

Dual route computational

A
  • Specify underlying cognitive components
  • Complete model, not developmental
  • Unclear how instruction would interact
45
Q

What is Gentry 1982 model

A

Spelling model

46
Q

Gentry 1982 Spelling Model

A
  • Precommunicative stage MPTVA
  • Semiphonetic stage E
  • Phonetic stage EGL
  • Transitional stage EEGEL
  • Correct stage EAGLE
47
Q

Transparency affects importance of PA because:

A

Transparent: Early access to phonemes - improved reading – improved PA & phoneme representations

Opaque: less access to phonemes – slower development of reading, PA & representations

48
Q

Vellutino and Scanlon 1987

Wagner et al 1997

A

Longitudinal evidence
Prediction
295 nursery students, non readers
Phonemic Segmentation : Best Predictor of Future Performance

Vocabulary & Semantic Ability: Poorer prediction

49
Q

Vellutino & Scanlon (1987)

A 
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

50
Q

Melby-Lervag, Lyster & Hulme (2012)

A

TD & Dyslexia:
Phonemic awareness larger unique contribution to word reading skills

Phonemic Awareness - good prediction of word reading

Rime Awareness

VSTM

51
Q

Katz and Frost 1992

A

Transparent language
Shallow
Consistent letter phoneme
Italian / Finish

Opaque Language
Deep
Ambiguous letter phoneme relations
English

52
Q

Cross Linguistic Studies

A

Phonological recoding (word-sound) = quicker to learn in transparent than opaque languages

53
Q

English, an opaque language

A 
Bomb, comb, tomb,
Limb, climb
Ache, anarchy, chameleon, parachute, machine
Them, asthma, thyme
Plough, cough, dough, thorough,
Brought, drought
Caught, draught
54
Q

Ziegler et al 2010

A

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

Developmental (10 decks)

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