reading and maths devel 2

Question 1

why is reading important?

Answer 1

functional illiteracy can prevent people from acquiring basic knowledge
lack of reaidng increase likelihood of
poor physical and mental health
workplace accidents
misuse of medication
participation in crime

Question 2

what are the two approaches to reading

Answer 2

phonics approach
whole language approach

Question 3

define phonics approach

Answer 3

sounds that letters make are explicity taught

Question 4

define whole language approach

Answer 4

emphasises childs discovery of meaning through literacy-rich experiebnces

Question 5

what type of skills is reading

Answer 5

a learned skill; typically requires years of instruction and practice

Question 6

why is reading challenging

Answer 6

learn to associate arbitrary visual symbols with the meanings of words
children need to analyse the printed forms of words and map these onto meaning.

Question 7

apphabetic categories of writing

Answer 7

symbols represent individual sounds or phonemes

Question 8

syllabic categories of writing

Answer 8

symbols represent whole syllables

Question 9

morphophonetic catergories pf writing

Answer 9

symbols represent elements of both meaning and sound - also called logographic

Question 10

what are graphemes

Answer 10

written symbols that represent a phoneme

Question 11

what are shallow orthographies characterised by

Answer 11

a consistent relationship between graphemes and phonemes

Question 12

what are deep orthographies characterised by

Answer 12

substantial incosistency in this relationship

Question 13

what can different phonemes do in english

Answer 13

map to the same grapheme e..g hate and hat

Question 14

in english, what can same phonemes do

Answer 14

map to different graphemes

Question 15

what triggers the acquisition of the alphabetic principle

Answer 15

segment phonemes in spoken words and identify their initial phonemes
Recognise the graphic symbols that corresponded to the key sounds in the transfer task
Once children gain alphabetic insight needed to suceed in transfer task, learning is relatively robust and can be generalised

Question 16

initial phase of alphabetic decoding development

Answer 16

before the acquisition of the alphabetic principle
children read words by relying on visual cues, rote learning, or guessing

Question 17

partial alphabetic

Answer 17

begin to use a rudimentary form of decoding
beginning to use alphabetic knowledge to make links between spellings and sounds

Question 18

full alphabetic

Answer 18

more complete knowledge of grapheme-phoneme relations; can apply this knowledge consistently across a whole printed word
may be able to draw on oral vocabulary to correct a partial decoding attempt

Question 19

definition of the alphabetic principle

Answer 19

the insight that the visual symbols of the writing system (graphemes) represent the sounds of language (phonemes(

Question 20

what are the two key cognitive processes in word reading

Answer 20

1. translation of a words spelling into its sound and then to meaning
2. gaining access to meaning directly from the spelling, without the requirement to do so via phonology

Question 21

novice word reading skills

Answer 21

reading words via alphabetic decoding

Question 22

expert word reading skills

Answer 22

orthographic learning
recognising familiar written words rapidly and automatically, mapping their spelling directly to their meanings without recourse to decoding

Question 23

orthographic learning

Answer 23

the acquisition of the word specific knowledge required to access a particular words meaning from print
the accumulation of more general knowledge about orthographic regularities within the writing system.

Question 24

self teaching hypothesis

Answer 24

children able to self teach through the combination of alphabetic decoding and repeated exposure

Question 25

what changes as a result of exposure to printed words

Answer 25

lexical quality precision flexibility

Question 26

lexical quality

Answer 26

the extent to which a stored mental representation of a word specifies its form amd meaning in a way that is both precise and flexible

Question 27

precision

Answer 27

allows a child to distinguish a written word from similair looking words, permitting direct access to its meanin

Question 28

flexibility

Answer 28

allows a child t adapt dynamically to different print meaning combinations

Question 29

high lexical quality

Answer 29

individual words recognised rapidly, automatically and with minimal conscious effort - cognitive resources can be directed towards comprehension

Question 30

low lexical quality

Answer 30

readers limited cognitive resources directed to more basic task of work recognition - comprehension is commprimised

Question 31

morphemes

Answer 31

are the minimum meaning-bearing units in english

Question 32

stems

Answer 32

occur and reoccur in words with similair meanings

Question 33

affixes

Answer 33

alter the meanings of stems in highly predictable ways

Question 34

morphological awareness

Answer 34

explicit knowledge of morphological relationships

Question 35

matthew effect

Answer 35

differences in exposure have cumalitive effects on reading ability over time, with the rich getting richer and the poor gettiung poorer

Question 36

simple view of reading - gough and tunmer, hoover and gough

Answer 36

posits that reading comprehension is the product of two sets of skills decoding x linguistic comprehension

Question 37

situation models

Answer 37

as ppl read, construct a mental representation of the situation being described

Question 38

reading systems framework - what are the three consturcts that underpin reading comprehension

Answer 38

knowedge, processes involved in reading, general cognitive resources

Question 39

knowledge

Answer 39

orthographic, lingusitic, general

Question 40

what processes are engaged as people read

Answer 40

meaning activation, inference generation, comprehension monitoring

Question 41

meaning activation

Answer 41

word meanings need to be integrated into the text representation as reading unfolds

Question 42

inference generation

Answer 42

poor comprehenders find it difficult to integrate ideas across a text are are less skilled at answering questions that require an inference to be made

Question 43

comprehension monitoring

Answer 43

the collection of strategies or skills used to evaluate ones own comprehension, to identify when comprehension has gone astray, and where appropriate, to repair any misunderstanding

Question 44

standard of coherence

Answer 44

is a persons criteria for coherent understanding of a text and therefore the extent of their motivation to make sense of what they are reading

Question 45

general cognitive resources

Answer 45

general factors promote comprehension, such as executive functions and working memory

Question 46

the visual word form area

Answer 46

reproducible site of activation during reading in all cultures located in same spot, left lateral occipito-temporal sulcus activates to known scripts more than to toher categories of visual stimuli