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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
Define transparency of words
relative ability of language to be pronounced in the way it is spelt ie turkish transparent but English opaque (harder)
26
define grain size of words
how many letters/how much of a word must be accessed in order to obtain correct pronunciation and meaning
27
How have dual route models been established
through investigations into adult acquired dyslexia - problems with some words and not others most dominant explanation
28
define a grapheme
letter segment that represents a single phoneme ie th
29
define a phoneme
a single sound ie /a/
30
describe Colheart classification of dyslexia
subtyped dyslexia into surface and phonological | looked into adult acquired
31
define surface dyslexia
related to temporal lobe damage failure to recognise whole words - cant read/access lexical but good GPC ie cant read irregular words
32
define phonological dyslexia
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
describe the dual route model of dyslexia
idea that there are two routes that are used to read different types of words
34
define the lexica route of dual route model
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
define sublexical route of dual route model
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
route of lexical in dual route model
prime - orthographic analysis(SAIL) - orthographic input lexicon(S-A-I-L) - semantic system/phonological output lexicon (meaning//sail/) - response buffer - speach
37
route of sub lexical in dual route model
prime - orthographic analysis (SAIL) - grapheme - phoneme rule system (GPC) (/s/-/a/-/i/-/l/) - response buffer - speach
38
define orthography
written form of words
39
define phonology
sound pattern of words
40
define lexical
words/vocab
41
define semantic
meaning/word meaning
42
describe impact on deficit in lexical route
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
describe impact on deficit in sublexical route
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
limitation of dual route model
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
What are triangle models of reading
``` 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
describe basic triangle model of reading ability
``` 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
mutual exclusivity in triangle models
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
traingle model in early reading (cotheart and leahy 1996)
learn word (orthograpy) - learn pronounciation (phonology) - learn meaning (semantics)
49
triangle model in developed reading (cotheart and leahy 1996)
orthography - semantics
50
limit of dual route in learning regularities/irregularities
dual route argues that readers learning about pronounciation of regular words does not impact how read similarly structures irregular words
51
triangle models in learning regularities/irregularities
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
define phonological awareness
core skill - explicit conscious understanding of sounds to words and ability to manipulate them
53
roberts and mcdougal (2003) phonological awareness
sig correlation in 5 y/o between phonological awareness and reading ability
54
muter et al (1997) phonological awareness
rhyming and phonemic segmentation correlates with reading ability and predicts following 1 year
55
bryant and baddeley (1987) phonological awareness
reading at 2 predicts later reading ability (better rhyme = better read)
56
describe Ehri and Wallace (1985) link between phonology and reading
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
results of Ehri and Wallace (1985) link ebetween phonology and reading
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
explanation of Ehri and Wallace (1985) results
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
describe morphophonemic characteristic of the english language
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
describe marsh (!981) stage model of reading development
iconic phase - linguitic guessing salient cues - discrimination GPC rules - sequential decoding complex rules - hierachial decoding
61
describe frith (!985) stage model of reading development
meta linguistic - meta-ling understanding iconic phase - logographic stage GPC rules - alphabetic phase whole word - orthographic phase
62
describe ehri (1995) stage model of reading development
``` 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
describe Ehri (1995) 1. pre - alphabetic phase
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
describe ehri (1995) partial alphabetic phase
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
describe ehri (!995) full alphabetic phase
complete connections between graphemes and phonemes | extrapolate to unfamiliar words
66
describe ehri (!995) consolidated alphabetic phase
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
different units of words
``` 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
lagnuage and speed of reading
english most difficult and slowest to larn | ability to learn language depends on transparency and grain size

Developmental (17 decks)

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