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LI LANGUAGE AND COMMUNICATION > Word Reading > Flashcards

Word Reading Flashcards

1
Q

why is reading important?

A

important cognitive skill when most information is text based

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2
Q

__% of the UK are functionally illiterate

A

16

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3
Q

__% of 15y do not attain minimum proficiency levels

A

17

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4
Q

What is the economic and social cost of low literacy

A

higher likelihood of major depression, substance abuse and poorer physical health

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5
Q

Whats a possible reason as to why England now has a rise in reading score levels

A

because reading instructions now are informed by insights from reading researchers rather than politicians

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6
Q

what is the first stage of the reading process?

A

visual word recognition

involves going from letters to the meaning of a word

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7
Q

what are mental lexicons?

A

-the systematic organisation of words in our brain, approx. 60-70,000
- dedicated to strong lexical info

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8
Q

What affects word recognition speed?

A

-Frequency
- Age of acquisition effect

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9
Q

frequency effect

A

HF words are recognised faster than LF words, providing evidence of a general information-retrieval mechanism

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10
Q

Problems with the frequency effect

A
  • not really a clean measure of lexical access
    -less frequent words and less familiar, meaningful and more non-word like
    -if more like non words it is more difficult to say it is a word (post lexical factors)
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11
Q

age-of-acquisition effect

A

-words learned at a younger age are recognised faster
- can overlap with frequency but exceptions like ‘kite’ where kids would be faster than adults at recognition
- because adults dont use it as often

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12
Q

Orthography

A
  • letter positioning
  • affects word recognition
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13
Q

Boundary change paradigm

A
  • technique means when people read the sentence there is one target word that changes (2-3ms) after crossing the boundary
  • left of the word= jumbled up letter
    -closer to the invisible boundary= word change into real word
    -test to see what info was extracted compared to controls
    -most people dont notice this
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14
Q

Transposed vs substituted letters (Rayner et al. 2006)

A

-found substituted letters had more disruption than transposed letters
-transposed letters still costly compared to controls
-The beginning and end letters of the words are more important in relation to recognition (transposed)
- Also a difference in activation for consonants and vowels

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15
Q

what are graphemes?

A

letters and letter groups that correspond to one sound (phoneme)

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16
Q

What did Rey et al, (2000) find about graphemes

A

People were better in recognising the A in brash than in board
- This is because the ‘A’ is part of the grapheme ‘OA’
- In order to recognise the A in board, we have to take apart the O and A to find the A
- Shows people use graphemes rather than letters in order to get to a word

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17
Q

how are graphemes processed?

A

as perceptual reading units, because multi-letter graphemes take longer to process than single-letter graphemes

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18
Q

what are morphemes?

A

the smallest meaningful unit of language, which might include prefixes and suffixes
- can be a single word (deck) or prefix (un)

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19
Q

Compound decomposition

A

-we take compounds apart when reading almost immediately
-the frequency of the individual morphemes constitutes will have an effect
- e.g. so farm/house would be faster grave/yard

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20
Q

Whole compound frequency, when does this take place and what does it suggest

A
  • after the effects of lexeme constituent frequency
  • So, when we read compounds, we initially break these up then put them back together
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21
Q

What is a pseudo suffix

A

Affixes that look like real ones but aren’t
- e.g. ‘ing’ is an affix ‘runnING’
- But in a word like swing, ‘ing’ is not an affix even though it looks like one

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22
Q

psuedo suffix in word recognition/decomposition

A

suffix and psuedo suffix are extracted/decomposed in units early in word recognition

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23
Q

semantic effect

A

-words that are semantically richer are recognised faster
- more semantic neighbours –> higher imagability/more concrete

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24
Q

How does information flow in recognizing words

A
  • there is a feedback from words (level) back to to letter (level)
  • letters in words are detected better then letters in non words
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25
Q

Word superiority effect

A

we are better at detecting letters in a word rather than letters on their own/non word

26
Q

models of word recognition

A
  • foster’s search model
  • morton’s logogen model
  • R&M interactive activation and competition model
27
Q

foster’s search model (simple model)

A
  1. recognise letters
  2. access some initial unit e.g. first letter,meaning, grapheme which chooses a related bin (‘e.g. C’)
  3. once in a bin, entries are searched serially for a match, ordered by frequency
  4. master files are used to get to the meaning of a word
28
Q

what effect can the fosters model account for

A

the frequency effect

29
Q

Features of morton’s logogen model

A

-parallel access/activation of all word detectors
-no word to letter feedback (one way, features> letters> words)

30
Q

morton’s logogen model

A
  1. sends information about letters to all word detectors (logogens) at once
  2. each logogen has a threshold based on frequency and prior exposure
    - threshold decides how much information is needed for the word to get activated (e.g. cat wont need much)
  3. when activation passes the threshold, the word is fired and recognised
31
Q

Comparison of morton logogens model to forsters search model

A
  • COW
  • with ML model, all letters will activate as this model is PARALLEL
  • in the serial model, only C could be detected first
32
Q

morton’s logogen model: what happens when not enough information has accumulated?

A

the letter/word is not recognised

HF are recognised faster as their recognition thresholds are lower

33
Q

What does the new logogen model suggest

A
  • logogens for different modalities
  • expands from visual and auditory logogens
  • e.g. reading, witting logogens
34
Q

Features of the R&M IAC model

A

-parallel access/activation of all word detectors
-word to letter feedback

35
Q

R&M interactive activation and competition model

A
  1. we analyse and activate all letters relating to word (parallel search)
  2. if we partially recognize a word we will have feedback back to the letter level
    3.in order to recognise a word, we must inhibit other words that may be right, more info we get= more words inhibited
36
Q

High frequency words in the IAC model

A
  • higher resting levels of activation, however all words have the same threshold to cross for recognition
  • differs from logogens model
37
Q

how does feedback help in the IAC model

A
  • letter perception is faster/stronger for letters in active words because of feedback
38
Q

regular vs irregular words

A
  • regular= pronunciation is predictable based on spelling (e.g. sat)
  • irregular= pronunciation is not predictable based on spelling (e.g. yacht )
39
Q

dual route model

A

involves a nonlexical route for novel words and a direct lexical route for known words

40
Q

nonlexical route

A
  1. early visual processing and letter recognition
  2. grapheme-phoneme conversion system (GPC) to turn letters into sound
  3. phonological encoding
  4. speech
41
Q

What can the non lexical route be used for

A

-pronouncing new regular words as well as existing words

42
Q

What can the direct be used for

A

-irregular words as the GPC rules may result in mispronunciation
- also frequent words

43
Q

lexical route

A
  1. early visual processing and letter recognition
  2. orthographic input (dictionary for written words)
  3. semantic and phonological output lexicon to turn words straight to sound without converting individual letters to sounds
  4. phonological encoding
  5. speech
44
Q

following damage to the lexical system…

A

-patients will have difficulty reading exception words, but no issue with non-words or novel words

-this is because reading will always occur via GPC- causing mispronunciation to irregular words

  • Impairment of irregular words, making them regular (regularisation)
  • pint to rhymes with ‘mint’
45
Q

surface dyslexia …

A

patients struggled to recognise exception words, but had no issue recognising regular words and non words

this is because their nonlexical route was impaired

acquired dyslexia from stroke or brain injury

46
Q

what happens when reading must occur via the lexical route?

A
  • high performance in regular word reading
  • LF word reading worse than HF
  • lexicalisation errors with nonwords, as these activated the closest lexical word
47
Q

lexicalisation errors

A
  • non words activate closest word in the lexical route
  • plage > page
48
Q

Phonological dyslexia

A
  • good regular and irregular word reading
  • very poor non word reading, causing lexicalisation errors
  • acquired dyslexia from stroke/brain injury
49
Q

deep dyslexia…

A

severe from of phonological dyslexia

damage to non-lexical route and the semantic system within the lexical route

results in semantic paralexia (naming incorrect words which are related in meaning)

50
Q

evidence that not all data from neurotypical participants is the same

A
  • not all nonwords are processed the same (exception neighbours can influence RT)
  • regular consistent words are processed better/faster than inconsistent, e.g., wade= consistent (jade) , wave= inconsistent (have)
51
Q

why should the DR model be changed into the DR cascaded model?

A

-if following the GPC route, nonwords should not be affected by word neighbours but they are
- shows not all words are processed the same

52
Q

DR cascaded model

A
  1. both routes race against each other and the fastest wins
  2. conflict resolution for both outputs occur at the phonological encoding stage
53
Q

Hallmarks of developmental dyslexia

A
  • poor reading, especially with pseudo words
    -poor spelling
  • poor comprehension
  • not related to intelligence
54
Q

Prevalence of dyslexia

A

10% worldwide
- more apparent in languages with inconsistant orthographies

55
Q

Etiology of dyslexia

A
  • moderate heritability of 0.5
  • twice as common in males
  • multifactorial cause (evironmental risk+ genetics)
56
Q

Intervention for dyslexia

A

explicit instruction in phonics , phoneme awareness and reading comprehension

57
Q

What are the 4 main theories of developmental dyslexia

A
  1. Phonological deficit theory
  2. Double deficit theory
  3. Magnocellular deficit
  4. Cerebellar deficit
58
Q

Phonological deficit theory of dyslexia

A
  1. poor phonological awareness (ability to manipulate sound)
  2. poor verbal short term memory
  3. slow lexical retrieval
59
Q

Double deficit theory of dyslexia

A
  • extension of the phonological deficit theory
  • there is a phonological deficit but also naming speed deficit
  • most dyslexic children have a double deficit
  • deficit needs to be identified to know what type of intervention is needed
60
Q

Magnocellular deficit

A
  • dyslexics have a reduced sensitivity in the neural pathways of the visual system
  • magnocells are smaller
  • more visual stress
61
Q

Cerebellar deficit

A
  • right cerebellum have reduced activation with dyslexics
  • temporal processing deficit so poorer naming speed

LI LANGUAGE AND COMMUNICATION (10 decks)

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