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Developmental > SPRING Literacy Development > Flashcards

SPRING Literacy Development Flashcards

1
Q

Define a Semantic Prime

A

Innately understood words that are learnt via practice
cannot be defines any better than the word that already describes the concept
ie smaller/lighter

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2
Q

Define a Rhyme

A

corresponsing sounds that are shared by words

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3
Q

Define a Rime

A

corresponding words that share word endings

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4
Q

Define a Spelling Rhyme

A

Corresponding sounds despite alternative spellings ie fighter/mitre

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5
Q

Define a Visual Prime

A

Similar spellings of words but innately nderstood to differ in meaning and sound
ie Metre/mitre

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6
Q

Define Same vowel Words

A

Words that are different in their spelling and meaning but create similar sounds
ie metre/sweet both produce ‘ee’

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7
Q

Define Words with Different vowels

A

Subtle changes in the vowels of similar words alters the words pronunciation and meaning
ie. Sweet/Sweat

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8
Q

Define an Anagram

A

Use of the same letters that can be reordered to form a new word with different sounds and meaning

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9
Q

Define a Psuedoword

A

not all words are wrds

can use same primary words as real words but hold no meaning

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10
Q

What is reading? (Basic linear development)

A

1 - recognise language as represented as symbols
2 - map symbols to sounds
3- put symbols together to identify words
4- read for meaning

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11
Q

When do we learn to read

A

learnt internally around 3 but formally around 4-5

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12
Q

What is lexical encoding

A

ability to see and read a word in context

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13
Q

what is lexical recoding

A

single word reading

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14
Q

Gough and Turner 1986

A

Simple view of reading (SVR)

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15
Q

Describe the simple view of reading (Gough and turner, 1986)

A

Reading is dependent on ability to decode and ability to comprehend words
discrepency/dissociation between these words determines ability to read

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16
Q

Good reader in Gough and Turner (1986) simple view of reading

A

good at decoding and comprehension of words

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17
Q

Non readers in Gough and Turner (1986) simple view of reading

A

poor decoding and poor comprehension

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18
Q

Poor comprehension in Gough and Turner (1986) simple view of reading

A

good at decoding but poor comprehension of words

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19
Q

Dyslexia in Gough and Turner (1986) simple view of reading

A

poor at decoding but good comprehension of words

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20
Q

Describe the multiplicative model of SVR

A

reading comprehension is determined by listening comprehension x decoding
ie a student who has virtually no decoding skill will be a
non-reader. Similarly, a student who has no language comprehension skill will also be a non-reader 0x…=0
Both comprehension and decoding are necessary for reading and neither are sufficient on their own

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21
Q

describe the additive model of SVR

A

Reading comprehension is determined by listening comprehension + decoding
ie can have one and not the other, but overall still poor reading performance

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22
Q

Describe lee and whelda (2009) model of SVR

A

Not a static model
with age as need for decoding skills decreases, need for comprehension of the words increases (need for meaning > basic reading of words and letters

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23
Q

Limits of svr

A

oversimplifies reading

explains what is important in reading but not how factors change

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24
Q

Oversimplification of reading limitation of SVR

A

doesnt account for reading of complex words
ie irregular words that do not follow regular constructs, and are inconsistent in spelling or pronounciation (transparency of words) , or grain size

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25
Q

Define transparency of words

A

relative ability of language to be pronounced in the way it is spelt
ie turkish transparent but English opaque (harder)

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26
Q

define grain size of words

A

how many letters/how much of a word must be accessed in order to obtain correct pronunciation and meaning

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27
Q

How have dual route models been established

A

through investigations into adult acquired dyslexia
- problems with some words and not others
most dominant explanation

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28
Q

define a grapheme

A

letter segment that represents a single phoneme ie th

29
Q

define a phoneme

A

a single sound ie /a/

30
Q

describe Colheart classification of dyslexia

A

subtyped dyslexia into surface and phonological

looked into adult acquired

31
Q

define surface dyslexia

A

related to temporal lobe damage
failure to recognise whole words - cant read/access lexical but good GPC
ie cant read irregular words

32
Q

define phonological dyslexia

A

due to stroke/injury or illness
cant access whole GPC but can read lexical
ie can read irregular such as yatch but not non words ie chot

33
Q

describe the dual route model of dyslexia

A

idea that there are two routes that are used to read different types of words

34
Q

define the lexica route of dual route model

A

lexical route is used for regular and irregular words that can be read as a whole word for meaning - immediately recognised
look up word in mental lexicon with held knowledge of spelling and pronounciation
FASTER

35
Q

define sublexical route of dual route model

A

sublexical route is often used for non words/new words where dont know how to pronounce so must refer to GPC
orthographic and phonological rules
SLOWER

36
Q

route of lexical in dual route model

A

prime - orthographic analysis(SAIL) - orthographic input lexicon(S-A-I-L) - semantic system/phonological output lexicon (meaning//sail/) - response buffer - speach

37
Q

route of sub lexical in dual route model

A

prime - orthographic analysis (SAIL) - grapheme - phoneme rule system (GPC) (/s/-/a/-/i/-/l/) - response buffer - speach

38
Q

define orthography

A

written form of words

39
Q

define phonology

A

sound pattern of words

40
Q

define lexical

A

words/vocab

41
Q

define semantic

A

meaning/word meaning

42
Q

describe impact on deficit in lexical route

A

SURFACE DYSLEXIA
must use sublexical route primarily
cant sound out irregular words as do not follow the rules of GPC
can read new/non words and normal words but generally slower as not immediate visual recognition

43
Q

describe impact on deficit in sublexical route

A

PHONOLOGICAL DYSLEXIA
must use lexical route primarily
can recognise well known regular and irregular words
but new words/nonwords are difficult - cannot access GPC and therefore not recognise how to pronounce/learn

44
Q

limitation of dual route model

A

doesnt explain the development of reading
ie. doesnt account for differences in ability between skilled adult and developing readers and therefore cannot compare static adult with dynamic child

45
Q

What are triangle models of reading

A 
based on parallel distributed pathway models and connectionist theories
use training (development) as integral part of explanation (looks at discrepancy between skilled and developmental readers)
explain computational mechanisms that underlie reading ability
46
Q

describe basic triangle model of reading ability

A 
large ovals (semantics, orthography and phonology) represent layers of finite units that encode large set of different information - (context connect to semantics)
small ovals represent 'hidden units' that increase compuational capacity and provide room for abstraction - allows fort eh entwork to learn and represent more complex mappings
47
Q

mutual exclusivity in triangle models

A

routes not mutually exclsive
can learn via any 3 of main units (semantics, orthography or phonology)
repetition via hidden layers allows access to semantics

48
Q

traingle model in early reading (cotheart and leahy 1996)

A

learn word (orthograpy) - learn pronounciation (phonology) - learn meaning (semantics)

49
Q

triangle model in developed reading (cotheart and leahy 1996)

A

orthography - semantics

50
Q

limit of dual route in learning regularities/irregularities

A

dual route argues that readers learning about pronounciation of regular words does not impact how read similarly structures irregular words

51
Q

triangle models in learning regularities/irregularities

A

system for learninging regular/irregular is not rule goverened but is quasiregular
recognises that there are different degrees of consistency from mappting a spelling to a sound and different contingencies
ie -ave pronounces as in ‘gave’ except in the context of ‘h’ - ‘have’

52
Q

define phonological awareness

A

core skill - explicit conscious understanding of sounds to words and ability to manipulate them

53
Q

roberts and mcdougal (2003) phonological awareness

A

sig correlation in 5 y/o between phonological awareness and reading ability

54
Q

muter et al (1997) phonological awareness

A

rhyming and phonemic segmentation correlates with reading ability and predicts following 1 year

55
Q

bryant and baddeley (1987) phonological awareness

A

reading at 2 predicts later reading ability (better rhyme = better read)

56
Q

describe Ehri and Wallace (1985) link between phonology and reading

A

kintergarden children taught to assoc visually presented non words (visually distinctive but not pronouncable (XTFY) or phonologically similar to real words(JRF)) with images (giraffe)
3 groups: pre reader, novice(learning) and vetran(reader)

57
Q

results of Ehri and Wallace (1985) link ebetween phonology and reading

A

veterans more likely to use phonological link between non word with image to comprehend
veterans > pre
phonologica > visual
pre better when visually distinct than phonetic but veterans worse when not phonetic link

58
Q

explanation of Ehri and Wallace (1985) results

A

when start to read, not aware of the phonological importance of words and focus mostly on orthography

but as learn to read, recognise that orthography and phonology link and develop connection

59
Q

describe morphophonemic characteristic of the english language

A

english not consistent or regular - not always possible to go from orthography to pronounciation
more meaning - sound (morphophonemic) as both represented at a deep level
graphemes map to phonemes but meaning and pronounciaion can change even in small changes to vowl diagraphs
ie sweat - spear

60
Q

describe marsh (!981) stage model of reading development

A

iconic phase - linguitic guessing
salient cues - discrimination
GPC rules - sequential decoding
complex rules - hierachial decoding

61
Q

describe frith (!985) stage model of reading development

A

meta linguistic - meta-ling understanding
iconic phase - logographic stage
GPC rules - alphabetic phase
whole word - orthographic phase

62
Q

describe ehri (1995) stage model of reading development

A 
4 phase theory
iconic-  pre alphabetic
salient cues - partial alphabetic
GPC rules - full alphabetic 
complex rues - consolidated alphabetic
whole word reading dev throughout phases
63
Q

describe Ehri (1995) 1. pre - alphabetic phase

A

use visual cies to extrapolate but not hold meaning
ie mcdonalds arches (m)
lack knowledge/ability to use letter names/sounds to make alphabetic connections
lack mnemoic system so cant read by memory

64
Q

describe ehri (1995) partial alphabetic phase

A

letters link to the sounds they represent
knowledge of phonements and letters (gpc) and use to try and work out words but often make mistake
not pay attention to mid word vowels

65
Q

describe ehri (!995) full alphabetic phase

A

complete connections between graphemes and phonemes

extrapolate to unfamiliar words

66
Q

describe ehri (!995) consolidated alphabetic phase

A

repeat large segments of words as well as GPC
larger segments read using words (8y/o skilled)
ie consolidate the spelling patters for morphemes such as -ed -ing -er, and frequently experiences rimes ie -ent, -ine etc
can recognise words by combining larger units opposed to gpc (not m-e-l-t but m-elt)

67
Q

different units of words

A 
word level (whole word)
morpheme level (ie in - come - ing = incoming) 
onset rime level (ie -tion, -ine)
GPC level (h-e-l-l-o)
68
Q

lagnuage and speed of reading

A

english most difficult and slowest to larn

ability to learn language depends on transparency and grain size

Developmental (17 decks)

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