Lecture 7 Flashcards

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1
Q

Phonological awareness

A

Phonological awareness, or the awareness of and ability to work with sounds in spoken language, sets the stage for decoding, blending, and, ultimately, word reading. Phonological awareness begins developing before the beginning of formal schooling and continues through third grade and beyond.

child’s ability to detect and manipulate to compound a sound is made of.

It’s about the understanding the structure of words, key for learning to read, understanding and manipulating the component sounds of words.

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2
Q

With phonological awareness, you become aware of:

A
  1. sentences
  2. words
  3. syllables
  4. onset rime
  5. phonemes
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3
Q

Syllable awareness, how to measure?

A

Tapping task, counting task and deletion task

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4
Q

Tapping task

A

Tap on the head, shoulders, arms when there’s a syllable. Very interesting for kids. Tap for the number of syllables.

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5
Q

counting task

A

5 year olds can do this already really well!
lay down number of counters that equals the number of phonemes

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6
Q

syllabl awareness, when does it develop?

A

Before the age of 6, before they start to read 90% could already do it before the age of 6!

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7
Q

Onset and rime awareness

A

Onset = first phonological unit (c for cat and sn for snake)
Rime = string of letters that follow.

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8
Q
A

Spoken rhyme recognition, production, onset-rhyme bleding, rhyme oddity task

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9
Q

Spoken rhyme recognition

A

Do these words rhyme?

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10
Q

Spoken rhyme production

A

Tell me a word which rhymes with cat?

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11
Q

Onset rhyme blending

A

Which word is this?

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12
Q

Rhyme oddity task

A

Which word does not belong? Select odd wordt out of group of three words

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13
Q

What can we conclude with the oddity task?
rhyme and onset

A

it develops before any reading, onset task is more difficult than rhyme (56 and 71% for rhyme)

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14
Q

Same different task

A

Would puppet like words pairs with onset and rhyme. Which one would the puppet like?
Recognizing shared beginning and end phonemes.

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15
Q

Blending and segmentation task

A

Help the puppet to make words!

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16
Q

Phoneme awareness develops..

A

does not develop before reading.
Because it is not a natural soeech unit, only becomes important when you start reading. Children don’t really care about this before reading.

17
Q

Orthographic Transparency

A

Orthographic transparency is the degree of the regularity of the correspondences between letter units (graphemes) and sound units (phonemes) in a given language.§

18
Q
A

English children make the most mistakes.

19
Q

EU study (Seymour et al., 2003) word and non word reading

A

english children scored worse with
languages that are more transparant with their sound combinations are easier to learn

20
Q

CV VS CVC. What is it?

A

Consonant - Vowel
easier to learn language

Consonant - Vowel - Consonant
harder to learn

21
Q

Bradley & Bryant (1983) longtudinal study on phonological awareness

A

Individual differences in syllable, onset-rime, and phoneme awareness
–>
predicted reading and spelling abilities several years later, adjusted for age IQ and SES.

22
Q

Phonological awareness interventionStudy De

A

four groups - two years training
phonological group, 4 months ahead but not significant
+ plastic letters: 24 ahead of control group
12 months ahead of active semantic group

intervention combining phonological aeareness & orthography-phronology (letter sounds)

23
Q

Developmental dyslexia core problem

A

phonological awareness
It is cross cultural and there are differences, but all poor performancem in phonological awareness tasks in all languyages so far studied, normal to high IQ and often have a wide vocabulary

24
Q

Heritable dyslexia

A

Between 35 - 65% diagnosed as dyslexic when parnt has dyslexia

25
Q

READING LEVEL MATCH DESIGN

A

CONTROL FOR READING LEVEL, otherwuse

26
Q

dyslexia, three type of tasks

A

People with dyslexia have difficulties with these tasks
- Phonological awareness tasks
- Tasks requiring phonological short term memory task
- Rapid automatized naming task

27
Q

Dyslexia exists in all lamguages, but differences in …

A
27
Q

Oddity task

A

non impaired readers use 3 regions in the brain for reading.

More activity in right hemispheric areas

Dysfunction in left hemisphere posterior reading circuits is already present in dyslexic children and cannot be ascribed

28
Q

children high risk dyslexia (Clark et al., 2014)
pre reading children had…
and differences in brian structure in the reading circuits with children with dyslexia?

A

pre reading children had thinner cortex in primary auditory (Herschl’s gyrus) and visual areas.

pre reading age no differences in brain structure in the reading circuits in children later identified as dyslectic versus non dyslectic.

29
Q

Does an intervention for phonological skills increase activity in left-lateralized language (reading network) areas?

A

Yes, studies showed increases in acitvation of reaiding network brain areas.

30
Q

Triple code model

A

three numeral coding systems, that acitvate different brain regions
1. visually based coding for arabic numeral in the fusiform gyrus (visual word form area, is seen in dyslexia)
2. Language based system for facts in tje left angular gyrus: task that require tables. You dont have to think about 2 + 2 = 4. overleanred knowledge.
3. General number sense in the parietal lobe and intraparietal sulcus (IPS): which circle is bigger, which one has more dots. this sytem is important with intuitive approaches to numbers.

31
Q

Number sense, at what age?

A

analog magnitude representationg: coding quantity in an approximate way.

you have to understand quantitites, the order first, second.

Children at the age of 2 have number sense.

Even animals have a sort of number sense.

32
Q

Subitizing

A

the ability to instantly recognize the number of objects without actually counting them

33
Q

Weber’s law

A

our ability to make physical discriminations is ratio sensitive.

34
Q

Analog magnitude representation

A

People ratio matter: children were more correct when the ratio was larger. Not on the computer, but in persoon.

35
Q

Core principles underlying counting

A

Cardinality: all sets with the same number are qualitatively equivalant

ordinality: numbers come in an ordered scale of magnitude