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Developmental > Lecture 6 - Language Acquisition - Reading and Spelling > Flashcards

Lecture 6 - Language Acquisition - Reading and Spelling Flashcards

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1
Q

Outline information processing reading to spelling

A

Reading: Print –> Speech. Meaning
Spelling: Speech, Meaning –> Print

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2
Q

Outline Graphemes and Phonemes

A

Graphemes = smallest constituents meaning
Phonemes = smallest constituents to speech
Map grapheme onto phoneme

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3
Q

Outline reading, writing and spelling

A

Secondary language skills
Build on speaking and listening
Instruction and oral language

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4
Q

What does reading rely on

A
  1. Phonological Skill = how we hear, speech sounds
  2. Vocab = build up mental lexicon
  3. Reading skill
  4. Reading comprehension
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5
Q

Outline Comprehension

A 
Comprehension an accuracy positively correlated in early reading acquisition 
Automatic reading gives resources:
Vocab breadth and depth 
Morphology - meaning 
Syntax - sentence structure and grammar
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6
Q

Outline the processes in early reading

A

Word reading = word recognition and decoding
Word reading complex = recognition, decoding and vocab for meaning
Reading = decoding x comprehension

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7
Q

How do we read?

A 
Recognise letters (memory)
Decode sounds (grapheme-phoneme)
Analogise to known words 
Predict words from grapho-phonemic context 
Memory and semantic context
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8
Q

Example questions to measure phonological awareness

A

Does the word have an ‘n’ sound?
Does it rhyme with ‘ten’?
What do these sounds make?

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9
Q

Outline visual communication

A 
Mapping symbols to language units 
Limited number symbols 
> Ambiguities 
> Limits features represented 
> Invent rules e.g. grammar, segmentation and irregular words
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10
Q

Effects of practice on learning to spell Conrad 2008

A

2 groups students. 1 reading intervention. 1 spelling intervention.
Spelling group performed consistently in spelling and reading
Teaching how to spell cant help but cover reading, encouraging grapheme to phoneme

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11
Q

Outline the conclusion of Conrad 2008 on the effects of practice on learning to spell

A

Transference from spelling to reading

Word-specific transfer across skill

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12
Q

Outline the models of reading and spelling development

A

Coltheart Dual Route Cascaded Model
Frith Stages Model
Ehri Phases Model
Gentry Spelling

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13
Q

What are the two routes in Coltheart Dual Route Cascaded Model

A

Lexical semantic/Sub-lexical route

Lexical non-semantic/Lexical route

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14
Q

Outline Lexical semantic/Sub-lexical route

A 
Not real world = feature and letter units 
Familiar words = automatic 
Regular words and non-words 
Grapheme --> Phoneme 
Serial processing
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15
Q

Outline Lexical non-semantic/Lexical route

A

Irregular words e.g. yacht
Orthographic input to phonological output and phoneme speaking system
Read words aloud, activation whole word
Info about word e.g. meaning, associations, frequency

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16
Q

What is processing for early readers

A

Letter units
Grapheme-Phoneme
Mapping on to sounds of language

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17
Q

Critiques of Dual Route Cascaded Model

A

How are different routes mastered?
When are they mastered?
Where does GP convertor come from?

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18
Q

Outline Dyslexia

A

Phono and Ortho Lexicon
GPC = speaking out words how they are spelt, rather than considering irregularities
Units

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19
Q

What are the 3 stages of Friths 1985 Stage Model

A

Logographic
Alphabetic
Orthographic

Developmental model. Environment key.

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20
Q

Outline the Logographic stage of Friths 1985 Stage Model

A

Process word like any other visual object/symbol
Instant recognition
Crude features e.g. shape or size
Not aware individual letters or combinations represent specific sounds.
Some idea of meaning

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21
Q

Outline the Alphabetic stage of Friths 1985 Stage Model

A 
Visually represent words in different format 
Mapping sounds 
Letter order and chronology 
Word attack skills 
Decompose unfamiliar/nonsense words
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22
Q

Outline the Orthographic stage of Friths 1985 Stage Model

A

Don’t need to sound out words on a regular basis
Do not need look at individual letters
Automatic

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23
Q

Outline Friths 1985 updated 6 Stage Model

A

Looks relationship between reading and spelling
Each step made multiple different focuses, looking both spelling and reading
Different stages of literacy development, different aspects of it will be more influenced by reading or spelling

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24
Q

Example of a stage on Friths 1985 updated 6 Stage Model

A

Stage 1
Reading more useful this stage
Understanding letters or reading mean something

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25
Outline Frith 1985 stages critiques
Fails explain how changes occur Ehri: orthographic = non-phonological Orthographic understanding may build from start acquisition - Cunningham and Stanovich
26
Outline Frith 1985 stages positives
Fully specified than initial model. Developmental approach Forming interventions - teachers focus on Support for reading-spelling linked stages - Bradley and Bryant - Berninger et al 1990 - Wimmer et al 1991
27
How many stages does Ehri 1995 Phase Model have
4
28
Why did Ehri 1995 create her Phase Model
Developed from Frith particularly Alphabetic stage Mapping G --> P Words --> Sounds
29
What are Ehri 1995 Phase Model 4 stages
Pre-Alphabetic Partial Alphabetic Full Alphabetic Consolidated Alphabetic
30
Outline Ehri 1995 Phase Model Pre-Alphabetic Stage
Similar to Logographic stage Understand symbols have something to do with speech Decoding visual cues, sight word reading No letter-sound relations
31
Outline Ehri 1995 Phase Model Partial Alphabetic Stage
Phonetic cue reading, basic grapheme-phoneme connections, alphabetic knowledge First and final letters key. Phonetic cue reading = some alphabetic knowledge. Basic G --> P Alphabetic knowledge
32
Outline Ehri 1995 Phase Model Full Alphabetic Stage
``` Decoded by analogy to sight words Start to predict words from sounds Make connections, mapping Equivalent Friths orthographic stage Reoccurring letter patterns more solidified Reduces memory load ```
33
Outline Ehri 1995 Phase Model Consolidated Alphabetic Stage
Grapheme --> Phoneme decoding Memory of patterns Consolidate similar letter sequences
34
When did Ehri 1995 Phase Model Pre-Alphabetic Stage occur
Pre-school
35
When did Ehri 1995 Phase Model Partial Alphabetic Stage occur
Early primary
36
When did Ehri 1995 Phase Model Full Alphabetic Stage occur
Primary 2
37
When did Ehri 1995 Phase Model Consolidated Alphabetic Stage occur
Primary 2
38
Example of Ehri 1995 Phase Model Pre-Alphabetic Stage
Scribbles resembling writing pattern
39
Example of Ehri 1995 Phase Model Partial Alphabetic Stage
Letter knowledge and phonemic awareness essential | Letters for sounds e.g. bz for buzz
40
Example of Ehri 1995 Phase Model Full Alphabetic Stage
Spelling phonetically complete Graphemically plausible - spellings using conventional graphemes i.e. G-P connections before rote learning e.g. pekt for peeked, wif for wife
41
Example of Ehri 1995 Phase Model Consolidated Alphabetic Stage
Advanced alphabetic understanding of units, roots, affixes, families of words. Invent plausible spellings and known endings e.g. opurate
42
Critiques of Ehri's phases - Reading Phases
No underlying cognitive structure and no mature reading stages Pre-alphabetic is non-alphabetic but what is it?
43
Positive evaluation of Ehri's phases - Reading Phases
Flexible Alphabetic concept emphasised Importance sight words e.g. childs own name, extremely familiar as see often Importance of grapheme -->phoneme connections
44
Outline stage/phase
Structure for teachers, monitoring progress, interventions Don't specify entry requirements each level Linking reading and spelling Miss final stage
45
Outline Dual Route Computational
Specify underlying cognitive components Complete model, not developmental Unclear how instruction would interact - no stages. Doesn't tell us how to achieve this Cognitive focus, without stages and no interventions for teachers
46
Name the 5 stages of Gentry 1982 Spelling Model
``` Pre-Communicative Stage Semi-Phonetic Stage Phonetic Stage Transitional Stage Correct Stage ```
47
Outline the Pre-Communicative stage of Gentry 1982 Spelling Model
MPTVA Some knowledge of alphabet Not putting letters in meaningful order Initial scribbles e.g. numbers and drawings
48
Outline the Semi-Phonetic Stage of Gentry 1982 Spelling Model
Begin to conceptualise letters Understand letters have sounds that are used in words Begin to map
49
Outline the Phonetic Stage of Gentry 1982 Spelling Model
EGL Provide total mapping of sounds Not necessarily spelling correctly
50
Outline the Transitional Stage of Gentry 1982 Spelling Model
EEGEL Try and adhere to basic orthography Common sequences of letters
51
Outline the Correct Stage of Gentry 1982 Spelling Model
EAGLE Basic rules and orthography established Spell correctly
52
Outline how Listening, Speaking, Reading and Spelling are interlinked
Phonological lexicon = mental dictionary sounds. Semantic = dictionary meanings Visual analysis in orthographic lexicon and this feeds into phonological lexicon. Connecting written words and speech input Grapheme buffer feeds into Orthographic lexicon Phonological Lexicon, G-P conversion, PG conversion = thread through all theories
53
Outline Vellutino and Scanlon 1987 longitudinal evidence of Phonological Awareness
300 children, non-readers Phonemic segmentation best predictor future performance Vocab and Semantic ability - poorer prediction Training and helping map and connect words foundation learning Having large vocab not enough, if you cant map wont learn read or write
54
Outline Vellutino and Scanlon 1987 Intervention evidence on Phonological Awareness
300 children. Poor and good readers. | Phonemic Segmentation Training: good and poor readers improved in word identification and code acquisition
55
Outline Melby-Lervag, Lyster and Hulme 2012 Contribution of Phonological Awareness
TD, Dyslexia = phonemic awareness larger unique contribution word reading skills Dyslexia large deficit in phonemic awareness Phonemic awareness highest individual differences
56
Outline Katz and Frost 1992 study on Alphabetic Language Orthographies
Dyslexia more prevalent in opaque languages
57
Outline Transparent Languages
``` Shallow Consistent letter-phoneme relations Letters and spellings as we hear them Serbo-Croation, Finnish Italian, German ```
58
Outline Opaque Languages
Deep Ambiguous letter-phoneme relations Danish, French, English
59
Outline Cross Linguistic Studies on Alphabetic Language Orthographies
Phonological recoding (word-sound) = quicker learn in transparent than opaque languages
60
Outline Phonological Development by Ziegler et al 2010
1200 children. Phonological awareness predicted reading speed, accuracy, decoding speed across all 5 languages Greater importance opaque languages - mapping Vocab more important in transparent languages
61
Outline Transparency effects of phonological awareness in Transparent languages
Early access to phonemes - improved reading | Improved phonological awareness and phoneme representations
62
Outline Transparency effects of phonological awareness in Opaque languages
Less access to phonemes - slower development reading, phonological awareness and representations

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