Reading and Spelling Development Flashcards
1
Q
Is reading a process or automatic
A
A process
2
Q
What is the information processing procedure for reading
A
Print -> Speech
Print -> Meaning
3
Q
What is the information processing procedure for spelling
A
Speech -> Print
Meaning -> Print
4
Q
What is required for reading writing and spelling
A
Secondary language skills
Building upon speaking and listening
Need instruction for oral language skills
5
Q
Did the brain develop for reading writing or spelling
A
No
6
Q
Has the condition of dyslexia always been present
A
No, developed once we learnt how to read
7
Q
What are reading writing and spelling classed as
A
Secondary language skills
8
Q
What do reading spelling and writing build on
A
Speaking and litestning
9
Q
How do we develop reading spelling and writing
A
Need instruction and oral language skills
10
Q
What three things does reading rely on
A
Vocab
Phonological skills
Reading skills
11
Q
Define phonological skill
A
The ability to manipulate sounds and words
12
Q
Define reading skills
A
The ability to read in a fluent way
13
Q
What do reading comprehension and accuracy positively correlate with
A
Early reading acquisition
14
Q
What resources does automatic reading give
A
Comprehension
15
Q
What does vocabulary provide
A
Breadth and depth
16
Q
What is morphology
A
Plays and playing
17
Q
What is syntax
A
The order and use of words
18
Q
What is the process of early reading development
A
Word reading = word recognition and decoding
Word reading = recognition decoding and vocal meaning
19
Q
What is reading a combination of
A
Decoding x Comprehension
20
Q
How do we read
A
- Recognise letters
- Decode sounds
- Analognise known words
- Predict worst from grapho-phoemic cortex
- Memory and semantic context
21
Q
What is phonological awareness
A
Awareness of sounds and words
22
Q
Are phonemes used in school when first teaching students how to read
A
Yes
23
Q
What does visual communication involve
A
Mapping symbols to language units
24
Q
What are the limited number of visual symbols
A
Ambiguities
Limits features represented
25
What visual symbols help children
When the shape correlates to the real life i.e. S snake
26
Who studied the effects of practice on reading and spelling
Conrad 2008
27
What did Conrad 2008 find in his effects of practice study
Word-specific transfer across skill: Proportion of practice words read and spelled correctly by both readers and spellers.
28
Which did Conrad find influenced each other greater
Spelling influenced reading, more than reading influenced spelling
29
What are the four models of reading and spelling development
Coltheart Dual Route Cascaded Model
Frith Stages model
Ehri Phases model
Gentry Spelling
30
How many routes does the dual route cascade model have
3
31
What are the three routes of the DRCM
Lexical semantic
Lexical non-semantic
Grapheme-Phoneme Conversion
32
How does the DRCM believe words are read
Units within each part
| Excitation and inhibition
33
Who developed the DRCM
Coltheart et al. 2001
34
What is the lexical non-semantic route
Visual input -> letter -> orthographic input -> phonological -> phoneme
35
What is the route for GPC
Visual input -> letter units -> GPR system -> phoneme system
36
Who uses the DRCM
Early readers
37
Why do early readers use the DRCM
Letter units and the GP set up
38
Why does the DRCM work for dyslexia
Phono + other lexicon
GPC
Letter units
39
Is the DRCM a developmental model
NO
40
Can the DRCM be used for dyslexia
YES
41
What are the disadvantages of the DRCM
Unclear how different routes are masterd
Unclear when are they mastered
Unclear where does the GP convertor come from
Spelling
42
What does the DRCM leave up for debate
lf there is a lesion or rules
43
Who developed the stage model of reading development
Frith 1985
44
What were the stages of Frith 1985s stage model
Logographic
Alphabetic
Orthographic
45
What does the logopgrahic part of Friths model cover
Looking for logos when we read and recognising symbols context dependent and picture based
46
What does the alphabetic phase of Frith's model include
Learning the alphabet and the letters it represents
47
What does the orthographic aspect of Frith's model cover
Broader unresting of letter sad words an open model that could account for spoken word and writing
48
What does Frith's model account for
Developmental
Effects of environment
Steps
49
What did Frith 1985upgrade her model to
Six-Step model of skills in reading and writing acquisition
50
What does Frith's new model account for
Reading and Spelling interacting
51
What are the stages of Frith's model
```
Logo 1 & 2 Reading
Logo 2 Spelling
Alphabet 1 & 2 S
Alphabet 2 R
Orthographic 1 and 2 R
Orthographic 3 R
```
52
What are the critiques of Firth stages critique
Orthographic understanding may build from start of aquisition (Cunningham and Stanovich 1993 1990)
Fails to explain how changes occur
Orthographic has since been defined as Non-phonological by Ehri
53
What are the strengths of Frith's stage model
More fully specified
Developmental approach
Support for reading and spelling stages; Bradley & Bryant, Berninger 1990 and Simmer 1991
54
Who created the phase model
Ehri 1995
55
What are the stages of Ehri's model
Pre Alhabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic
56
What occurs in Ehri's pre-alphabetic stage
Decoding of visual cues, sight word reading
57
What occurs in Ehri's partial alphabetic stage
Phonetic cue reading, basic grapheme-phoneme connections , alphabetic knowledge,
58
What occurs in Ehir's full alphabetic stage
Full grapheme-phoneme connections , decode by analogy to sight words, start to predict words from sounds
59
What occurs in Ehri's consolidated alphabetic phase
Grapheme-Phoneme decoding, memory of patterns, consolidate similar letter sequences,
60
What age are you in Ehri's pre alphabetic stage
Preschool
61
What age are you in Ehri's partial alphabetic
Early primary
62
What age are you in Ehri's full alphabetic stage
Primary 1
63
What age are you in Ehri's consolidated alphabetic stage
Primary 2
64
What is a child able to do in the pre-alpahbetic stage of Ehri's model
Scribbles resembling writing systems
65
What is a child able to do in the partial alphabetic stage
Letter knowledge and phonemic awareness, essential letters for sounds
66
What is a child able to do in the full alphabetic stage
Spelling phonetically complete and graphemically plausible s[ellings using conventional graphemes
67
What level of understanding does a child have in the consolidated stage of Ehri's model
Understanding of advanced alphabetic understanding of units, roots, affixes, families of words. Invent plausible spellings and known endings e.g. opurate
68
What are the strengths of Ehri's theory
That aliphatic concept is emphasised
The importance o sight words
The important of GPC connections
Flexibility
69
What are the critiques of Ehri's theory
No underlying cognitive strucutre (excitation or inhibition)
No mature reading stage
Pre-alphabetic is no-alphabetic but what is this
70
Overall what are the weakness of stage/phase model
Dont specify entry requirements for each level
Some flexibility
Misses a final stage
71
Overall what are some of the strengths of the stage/phase model
Structure for teachers and monitoring progress
Links reading and spelling
Misses a final stage
72
What are the overall strengths of the DRCM
Specify underlying cognitive components
| Complete model not developmental
73
What are the overall weaknesses of the DRCM
Unclear how instructions would interact
74
Who created the spelling model of 1982
Gentry
75
What were the stages of spelling according to Gentry 1982
```
Precommunicative stage
Semiphotetic
Phonetic
Transitioal
Correct
```
76
When do the biggest predictors of reading and spelling occur
Later in life
77
Who conducted a longitudinal study of the predictors for spelling and reading
Vellution Scalon 1987
| Wagner 1997
78
What did Velluntion 1987 and Wagner 1997 conclude were the best predictors of future performance
Phonemic segmentation
79
What did Velluntion 1987 and Wagner 1997 conclude were the poorer predictors
Vocabulary and semantic ability
80
What was Velluntion and Wagner's procedures
Test -> G1 -> G2 -> G3
| with 293 non-reading kindergarteners
81
With regards to dyslexia what was found to be the largest unique contributor to word reading skills
Phonemic Awareness with unique contribution to word reading skills
82
What was the procedure of the intervention evidence by Velluntion 1987
T1 - phonemic segmentation training
T2 - response aquistion -> test
T3-> control groups -> test
83
In the intervention study which group had the greatest improvement in word identification and code aquistion
Phonemic Segmentation Training
84
What level of readers was phonemic segemetnation training most effective for
Good and poor readers
85
According to Melby-Lervag 2012 which three things contribute to dyslexic reading
Phonemic awareness, rime awareness
| VSTM
86
Why are the models believed to be less generalisable
Because of different langauges
87
What are the two classifications of languages
Transparent and Opaque
88
What are the differences between transparent and opaque languages
Transparent: shallow, consistent letter-phoneme relations
Opaque: deep, ambiguous letter-phoneme relations
89
Which languages are transparent
Serbo-Croatian
Finnish
Italian
German
90
Which languages are opaque
Danish
French
English
91
Under what language have cross linguistic studies found phonological recoding to be quicker
Transparent
92
What did Ziegler et al. 2010 believe predicted reading speed, accuracy, decaying speed and accuray
Phonological awareness
93
How many languages and participants did Ziegler 2010 use
1265 children
| 5 languages
94
What languages is phonological awareness more important in
Opaque
95
What type of language is vocal more important in
Transparent lagnauges
96
Why does transparency effect the importantce of phonological awareness
Phonological awareness is interaction in a circle with reading
97
In transparent languages children have early access to phonemes, what effect does this have
Improved reading, improved phonological awareness and representations
98
Development of reading phonological awareness and representations are slower to develop in which languages
Opaque
