Reading and Comprehension - Week 11

Question 1

Define grapheme

Answer 1

The letter or letter combination that represents a phoneme, only applies to English

Question 2

Describe alphabetic script

Answer 2

The basic unit represented by a grapheme is essentially a phoneme (used in English and other European languages)

Question 3

Describe consonantal script

Answer 3

Not all sounds are represented, as in vowels are not written down (used in Hebrew, Arabic)

Question 4

What do vowels represent in consonantal script?

Answer 4

Vowels can indicate the subject and the tense

Question 5

Describe syllabic script

Answer 5

Written units represent syllables (used in Cherokee, Japanese kana)

Question 6

Define logographic/ideographic script

Answer 6

Each symbol represents a whole word

Question 7

Describe Abugida script

Answer 7

Consonants as primary notation
Vowels as a secondary notation
Used in native languages

Question 8

What type of script is Korean?

Answer 8

Alphabetic but it looks like a logographic
Each line represents a letter

Question 9

What are the two routes in the dual-route model of reading?

Answer 9

Lexical route
Non-lexical route

Question 10

Describe the lexical route

Answer 10

Based on what you retrieve from your lexicon
Words you already know
Print, lexicon, pronunciation

Question 11

Describe the non-lexical route

Answer 11

Words that you are not familiar with
Sound them out
Print, grapheme-phoneme conversion rules, pronunciation

Question 12

What are we studying when we study how the lexical impacts the non-lexical?

Answer 12

Studying how we use the non-lexical route is impacted by words in our lexicon
Pseudo homophones

Question 13

Describe the pseudo homophone effect study

Answer 13

Gave 3 types of nonword (legal, illegal pronounceable, illegal unpronounceable) and asked them to complete a lexical decision task
*illegal means letter combinations that do not exist

Question 14

Describe the results from the pseudo homophone effect study

Answer 14

Take longer to decide if the legal nonword are real words, lowest accuracy since they are more similar to real words
Respond quicker with the illegal nonword

Question 15

Define the pseudo homophone effect

Answer 15

Pseudo homophones are more confusable with words than other types of non-words

Question 16

What are we studying when we study the non-lexical impacts on the lexical?

Answer 16

How the lexical route is influenced by the non-lexical route
Regularity of word neighbours on words

Question 17

Describe the regularity of word neighbours on words study

Answer 17

Gave 3 categories of word neighbours (regular consistent, regular inconsistent, e.g., wave, rave, have, and irregular consistent)
Asked to perform a word naming task

Question 18

Describe the results from the regularity of word neighbours on words study

Answer 18

They take longer to respond to the inconsistent and irregular word types, and have more errors, especially in the irregular consistent group since you have to rely on the lexical route

Question 19

Describe the non-lexical effects on word naming

Answer 19

When there are inconsistent neighbours, word naming gets slower

Question 20

Describe the interaction between word sound and meaning retrieval study

Answer 20

Wanted to test the influence of word’s sound on accessing the meaning (e.g., beech to each)
Completed a relatedness judgement task
Control for the confound: visual similarity

Question 21

Describe the results of the interaction between word sound and meaning retrieval study

Answer 21

React the fastest to the true associate and to the visual similarity
Take the longest to respond to the false homophone and make the most mistakes

Question 22

What is the fovea?

Answer 22

A small depression within the neurosensory retina where visual acuity is the highest

Question 23

How does the masking the fovea affect reading?

Answer 23

Setting different sizes of masks on the fovea
Increasing the mask size, decreases accuracy and increases number and duration of fixation

Question 24

What makes speed reading difficult?

Answer 24

Not the perceptual processes but rather the higher level text and language processing that occurs after

Question 25

Does speed reading work?

Answer 25

There is no such thing that can increase reading speed and reading comprehension

Question 26

Define surface dyslexia

Answer 26

Selective impairment in irregular word reading (lexical route)

Question 27

Define phonological dyslexia

Answer 27

Selective impairment in pronounceable nonword reading (non-lexical route) Word reading is okay (lexical route)

Question 28

Define deep dyslexia

Answer 28

Resembles phonological dyslexia, plus (importantly) semantic reading errors or semantic paralexias (e.g., read view as seen)

Question 29

What is the lexical quality hypothesis?

Answer 29

Words consist of sound, meaning, and print, all interconnected

Question 30

Define phonological awareness

Answer 30

The ability to recognize and manipulate phonemes

Question 31

Define morphological awareness

Answer 31

The ability to recognize and manipulate morphemes

Question 32

Explain the wug test

Answer 32

Tested endings on made up word for kids from age three to see if they understand how suffixes work

Question 33

What is the simple view of reading?

Answer 33

Decoding (word recognition) x Linguistic (language) comprehension = Reading comprehension

Question 34

Define the home literacy model

Answer 34

Home literacy environments lead to language and literacy acquisition

Question 35

What are the two types of home literacy models?

Answer 35

Informal literacy practices: passive Formal literacy practices: intentional

Question 36

Define informal literacy practices

Answer 36

Shared reading, number of books in the house Boost language skills

Question 37

Define formal literacy practices

Answer 37

Teaching alphabet, independent reading Boosts reading proficiency

Question 38

How does summer reading effect children?

Answer 38

Low income students fall 2.5-3 years behind by grade 5, due to less involvement from parents or lack of availability to books

Question 39

How did covid affect word reading and reading comprehension?

Answer 39

No difference in word reading Small decrease in reading comprehension for bilinguals

Question 40

Define dyslexia

Answer 40

Difficulty in word decoding due to problems identifying speech sounds and learning how they relate to letters and words More of a phonological issue

Question 41

Is dyslexia only a phonological and word reading impairment?

Answer 41

Yes and no Children with dyslexia generally perform worse in other language and literacy tasks, but were okay in visual/perceptual/motor tasks

Question 42

What brain regions are activated in effective readers?

Answer 42

Broca's area, VWFA, parietal temporal

Question 43

What brain regions are activated in dyslexia readers?

Answer 43

Larger region of Broca's area Reduced posterior regions

Question 44

Describe the developmental dyslexia study

Answer 44

Used pre-literate 5 year olds with and without family history of dyslexia Task was to match sound the first sounds of words, and a voice match to say if the voices match

Question 45

Describe the results for the developmental dyslexia study

Answer 45

People with history of dyslexia showed no differentiation in brain activation between sound and voice match tasks Children without history of dyslexia showed different regions of activations

Question 46

Can white matter tracks at infancy show dyslexia potential at 5 year old?

Answer 46

Yes, but not determination