SP 2: Development of Reading and Math

Question 1

development of reading

Answer 1

phonological awareness

Question 2

phonological awareness

Answer 2

• understanding the structure of words
• key for learning to read
• understanding and manipulating the component sounds of words

Question 3

phonological awareness: becoming aware of:

Answer 3

1: sentences
2: words
3: syllables
4: onset-rime
5: phonemes

Question 4

morfemes

Answer 4

smallest use of meaning in language

Question 5

phonemes

Answer 5

smallest unit of language that can make one word different from another
- not a natural speech unit, only becomes important when you start reading (so NOT develop before reading)

Question 6

syllable awareness: tasks:

Answer 6

1) tapping task
2) counting task
3) deletion task

Question 7

1) tapping task

Answer 7

tap for number of syllabus
- develops BEFORE reading instruction
- developed at 6

Question 8

2) counting task

Answer 8

lay down number of counters that equals number of syllabus
- develops BEFORE reading instruction
- developed at 5

Question 9

3) deletion task

Answer 9

delete syllable of word

Question 10

syllable and phoneme awareness

Answer 10

syllable develops before reading instruction
phonemes when older

Question 11

onset and rime awareness

Answer 11

onset = first phonological unit (Cat, SNake)
rime = string of letters that follow

Question 12

tasks to practice onset and rime awareness

Answer 12

• spoken rhyme recognition
• spoken rhyme production
• onset-rime blending
• rhyme oddity task
• oddity task
• cross-cultural oddity task
• same-different task
• blending and segmentation tasks

Question 13

spoken rhyme recognition

Answer 13

do these words rhyme? hat-cat

Question 14

spoken rhyme production

Answer 14

tell me a word that rhymes with cat

Question 15

onset-rime blending

Answer 15

which word is this? F-ish

Question 16

rhyme oddity task

Answer 16

which word does not belong?
- develops BEFORE reading instruction

Question 17

oddity task

Answer 17

select ‘odd word out’ of group of three words
- 4-5 y/o are getting okay at this

Question 18

same-different task

Answer 18

would puppet like words pairs with onset and rime?

Question 19

blending and segmentation tasks

Answer 19

help the puppet to blend units (h)(at) -> hat)

Question 20

phoneme awareness

Answer 20

being able to divide spoken words into the smallest sounds elements
- phonemes -> individual letters
- does NOT develop before reading instruction

Question 21

phoneme tasks

Answer 21

1) counting task (lay down number of counters that equals number of phonemes)
2) tapping task
3) same-different task (recognize same beginning and end phonemes)

Question 22

orthographic transparency

Answer 22

mapping between letters and sounds: how clearly a language’s spelling reflects its sounds
- 1:1: finnish, german, spanish
- orthographically transparent languages: children better al phoneme counting

Question 23

phonemic structure

Answer 23

• CV: consonant-vowel (spanish, italian)
• CVC: consonant-vowel-consonant (english, german)
  -> CVC more difficult to learn, because onset-rime segmentation with CV is the same as phonemic segmentation

Question 24

individual differences in phonological awareness

Answer 24

predictive of reading and spelling years later (7 y/o)

Question 25

hawthorne effect

Answer 25

participants in behavioral studies change their behavior or performance in response to being observed

Question 26

intervention study design to test causal relation between phonological awareness at 4 and reading awareness years later

Answer 26

oddity task; 4 groups, 2 years training
1) phonological awareness group: grouping by rhyme, onset, vowel phonemes
2) phonological awareness + plastic letters: grouping by rhyme, onset, vowel phonemes + letter-sound awareness
3) semantic (active) control: picture sorting by semantic category
4) unseen control group

Question 27

developmental dyslexia

Answer 27

core problem = phonological awareness
- normal/high IQ, wide vocabulary
- heritable

Question 28

tasks to test developmental dyslexia

Answer 28

1) phonological awareness tasks
2) tasks requiring phonological STM
3) rapid automatized naming tasks

Question 29

main finding of neuroimaging studies on dyslexia

Answer 29

children with dyslexia use 1 main brain region
children withoutdyslexia use 3

Question 30

development of math

Answer 30

triple code model

Question 31

triple code model

Answer 31

3 numerical systems in brain
1) VISUALLY BASED CODING for arabic numerals in the fusiform gyrus
2) LANGUAGE BASED SYSTEM for number facts in left angular gyrus (language area)
3) GENERAL NUMBER SENSE in parietal lobe and intraparietel sulcus (IPS)

Question 32

subitizing

Answer 32

distinguishing between the numerosity of very small sets of numbers without counting

Question 33

number sense

Answer 33

analog magnitude representation:
innate sense of coding quantity in an approximate way following Weber’s law
- children better at choosing the larger array when the ratio was larger: 1:2, instead of 2:3

Question 34

Weber’s law

Answer 34

our ability to make physical discriminations is ratio sensitive

Question 35

core principles underlying counting

Answer 35

1) cardinality
2) ordinality

Question 36

1) cardinality

Answer 36

all sets with the same number are qualitatively equivalent
- cookies

Question 37

2) ordinality

Answer 37

numbers come in an ordered scale of magnitude

Question 38

development of counting

Answer 38

shift from grabbing to counting around 3.5 y/o

Question 39

dyscalculia

Answer 39

difficulty in transition intuitive (non-symbolic: 3 blocks) and cultural system (symbolic: number 3)
- may be more general magnitude processing deficit: comparing length of lines, sizes of objects