Week 10: Reading Processes

Question 1

Complete the sentence: RECOGNITION OF WORDS IS IMPORTANT, BUT THEY MUST BE…

Answer 1

Recognition of words is important, but they must be understood

Question 2

What is required for the content of the text to be understood?

Answer 2

Individual words have to be processed quickly, and sufficiently quickly for meaning to be constructed

Question 3

What are the 2 levels of DECODING IN READING

Answer 3

• Lower Level decoding

- Higher Level decoding

Question 4

Define: LOWER LEVEL DECODING

Answer 4

Refers to the basics i.e. decoding and accessing lexical entries and word recognition

Question 5

Define: HIGHER LEVEL DECODING

Answer 5

Refers to more complex notions, such as inferences, background knowledge, constructing meaning, interpreting intentions etc.

Question 6

What level of processing is more automatised in SKILLED readers?

Answer 6

Lower level processing is more automatised in skilled readers, which means they have more WM capacity to attend to higher level processes, such as meaning construction

Question 7

What drives language processing?

Answer 7

Meaning: language is meaning-driven.

Question 8

What are the two routes of decoding?

Answer 8

• The lexical route

- The sub-lexical route

Question 9

Define: THE LEXICAL ROUTE

Answer 9

Processing words as ‘whole’ lexemes

Question 10

Define: THE SUB-LEXICAL ROUTE

Answer 10

Processing words by ‘sounding it out’ and looking at discrete graphemes

Question 11

Define: NEIGHBOURHOOD EFFECTS

Answer 11

Refers to the number of words that share its rime

• Words can be ‘friends’ - share the same rime
• Words can be ‘enemies’ - orthographically identical, but different pronunciation

Question 12

Example: NEIGHBOURHOOD EFFECTS

Answer 12

FRIENDS - ‘gOPE’ - anything ending in sounds the same

ENEMIES - ‘hEAF’ - could be as in ‘lEAF’, or ‘dEAF’

Question 13

How do we describe a sound that can be pronounced differently?

Answer 13

The sound is said to have multiple phonological reresentations

Question 14

What does THE STROOP TEST tell us about reading processes?

Answer 14

• It shows that decoding processes are automatised
• The processing of words is so automatic that you can’t ‘turn it off’ without effort
• If word recognition is interfered with, visual processing is able to ‘catch up’

Question 15

What is THE ‘AUTOMATICITY’ ADVANTAGE?

Answer 15

• Our ability to recognise words automatically and to anticipate words is crucial to our ability to read fast
• The more automatised our processes are, the larger capacity our WM has to access higher-level meaning

Question 16

What are the 3 ways of studying EYE MOVEMENTS?

Answer 16

GAZE
SACCADES
FIXATIONS

Question 17

Define: SACCADES

Answer 17

Eye movement in one direction or the other

Question 18

Define: FIXATIONS

Answer 18

Eyes resting upon a point

Question 19

Define: REGRESSIONS

Answer 19

When one ‘back-tracks’ in their reading - i.e. reading from right to left

Question 20

What are typical features of UNSKILLED readers?

Answer 20

• more fixations
• more regressions
• get more stuck at lower level processes e.g. word recognition, which means it’s harder to construct higher-level meaning

Question 21

What are typical features of SKILLED readers?

Answer 21

• fewer fixations
• fewer regressions
• able to build higher-level meaning

Question 22

What can tracking SACCADES help with re. reading?

Answer 22

It can help with efficiency of reading behaviour

Question 23

What can tracking FIXATIONS help with re. reading?

Answer 23

It can help to identify areas of text that pose problems

Question 24

What can influence the ease of reading, bar the skill level of the reader?

Answer 24

The difficulty of the text

Question 25

What is MISCUE ANALYSIS in reading?

Answer 25

A person will read a piece of prose aloud to another person, who will be audio or video recording, whilst taking notes re. any ‘miscues’/mistakes the reader makes.

Question 26

What does MISCUE ANALYSIS allow for?

Answer 26

It allows to see the different behaviours of skilled and unskilled readers

Question 27

What differentiates between skilled and unskilled readers regrading miscues?

Answer 27

The type of micue made

Question 28

What are features from a MISCUE ANALYSIS shown by an UNSKILLED reader?

Answer 28

• More likely to miss the core meaning
• There may be no attempt to apply grapho-phonic knowledge (sounding it out)
• More likely to guess or omit words they don’t know

Question 29

What are features from a MISCUE ANALYSIS shown by a SKILLED reader?

Answer 29

• Have more resources available for when a word isn’t immediately recognised
• There may be hesitation before ‘tricky’ words, which is more expected as they try to figure it out
• Less likely to guess or omit words, because they’re reading at a higher-level - to gain meaning
• Miscues don’t detract from meaning

Question 30

What are the 3 MAIN TYPES OF READING ERRORS?

Answer 30

• the grapho-phonic system
• the semantic system
• the syntactic system

Question 31

Describe: reading errors re. THE GRAPHO-PHONIC SYSTEM

Answer 31

• Relates to the spelling or the sound of words exchanged

- They can be of HIGH, PARTIAL or LITTLE/NO similarity

Question 32

Describe: reading errors re. THE SEMANTIC SYSTEM

Answer 32

• Relates to the acceptability of the degree of meaning similarity
• They can be of HIGH, PARTIAL, LITTLE/NO sematic acceptability

Question 33

Describe: reading errors re. THE SYNTACTIC SYSTEM

Answer 33

• Refers to the grammatical accuracy in the context of the sentence
• They can be grammatically APPROPRIATE, or grammatically INAPPROPRIATE

Question 34

What types of reading errors are most common in SKILLED readers?

Answer 34

• Grapho-phonic errors are the most common

- Miscues are mostly semantically and syntactically appropriate

Question 35

What types of reading errors are most common in UNSKILLED readers?

Answer 35

• Miscues are more semantically and syntactically inappropriate