S2 L4 - Reading and Mathematical development 2 Flashcards
(22 cards)
What is reading?
Need to develop a system that allows children to construct meaning from pint
What are the reading methods?
Phonics Approach (bottom up) - Sounds that letters make are explicitly taught (relationship between letters and sounds)
Whole-language Approach - emphasises childs discovery of meaning through literacy-rich experiences
Children will almost certainly learn to understand and produce spoken language if exposed to a what?
Rich spoken language environment
not true for reading and not all languages have a written form
What is the challenge of reading?
To learn to associate arbitrary visual symbols (patterns of lines, curves, and dots) with the meanings of words
Children need to analyse the printed forms of words and map these onto meaning
What are the major categories of writing systems?
Alphabetic - symbols represent individual sounds or phonemes eg english
Syllabic - symbols represent whole syllables eg japanese hiragana
Morphophonetic - symbols represent elements of both meaning and sound eg chinese
^AKA Iogographic
What are phonemes?
meaningful unit of sound (spoken sound of language)
What are graphemes? (orthography)
Written symbols that represent a phoneme /sound
What is orthographic depth?
the transparency with which symbols (graphemes) represent sounds (phonemes)
there is substantial variation in orthographic depth
What are two types of orthographies?
Shallow Orthographies - consistent relationship between graphemes and phonemes (eg italian)
Deep orthographies - characterised by substantial inconsistency in this relationship (eg english bc a letter can be pronounced multiple different ways)
What did Seymour find with alphabetic systems?
Children from most European countries become accurate and fluent in foundation level reading before the end of the first school year
except french portugese danish and english
effects dont appear to be attributable to differences in age of starting or letter knowledge
CONCLUDED - Fundamental linguistic differences in syllabic complexity and orthographic depth are responsible
Syllabic complexity selectively affects decoding; Orthographic depth selectively affects word reading and nonword reading
What does transparent orthography reading facilitate?
Acquisition and phoneme awareness skills from the earliest stages of reading development onward
How can phonemes be written?
between forward slashes or can be written in parentheses with symbols from the International Phonetic Alphabet
What triggers the acquisition of the alphabetic principle?
Reliable success on the Transfer task was typically achieved only when children were trained so that they could
Segment phonemes in spoken words and identify their initial phoneme (eg the word pot begins w a /p/ sound)
Recognise the graphic symbols that corresponded to the key sounds in the transfer task (eg b and f/ from previous slides
Once children gain alphabetic insight needed to succeed in transfer task. learning is robust and can be generalised
What are the Phases of Alphabetic Decoding Development?
Initial - before the acquisition of the alphabetic principle - children read words by relying on visual cues, rote learning, or guessing
Partial Alphabetic - Begin to use a rudimentary form of decoding - and use alphabetic knowledge to make links between spellings and sound
Full Alphabetic - More complete knowledge of grapheme-phoneme relations, can apply this knowledge consistently across a whole printed word - might be able to draw on oral vocabulary to correct a partial decoding attempt (eg break does not equal to?? breek)
What are the two cognitive processes in word reading?
Translation of a word spelling into its sound and then to meaning (grapheme > phoneme >semantics??)
Gaining access to meaning directly from the spelling, without the requirement to do so via phonology
Together these processes allow for optimal processing of words from being new and unfamiliar to a reader, whereas alphabetic decoding is critical to highly familiar, where direct access to meaning is more efficient
As children progress to becoming skilled readers, heavy reliance on alphabetic decoding gradually what?
Decreases
Novice (reading words primarily via alphabetic decoding) > Expert (Recognising familiar written words rapidly and automatically, mapping their spelling directly to their meanings without recourse to decoding)
THE EXPERT THING IS ORTHOGRAPHIC LEARNING
What is Orthographic Learning?
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
(eg in english , double letters such as II tend to appear at the end of words but not the beginnings)
What is the Self-Teaching Hypothesis? (has alphabetic decoding at its core)
Transition to skilled word reading
requires a child to engage in translating print to sound and focus on letters in the word and their sequence - the act of decoding also provides an opportunity to acquire orthographic knowledge
knowledge is then available on future encounters with the word, lessening the reliance on alphabetic decoding
children are able to self teach thru combination of alphabetic decoding and repeated exposure
What changes in childrens orthographic knowledge as a result of exposure to printed words?
Lexical Quality - stored mental representation of a word specifies its form and meaning in a way that is both precise and flexible
Precision (ie knowledge of precise spelling) allows a child to distinguish a written word from similar looking words permitting direct access to its meaning (ie differentiate face from fact, fame and lace)
Flexibility - allows a child to adapt dynamically to different print-meaning combinations eg eating jam versus getting in a jam
Why is lexical quality important for the transition from novice to expert reader?
lexical quality builds and cognitive resources are more available for comprehension; understanding text is a complex task that places heavy demands on cog processes
High Lexical Quality - Individual words recognised rapidly, automatically, with minimal conscious effort > Cognitive resources can be directed toward comprehension
Low Lexical Quality - Reader’s limited cog resources directed to more basic task of word recognition > Comprehension is compromised
What helps automatic and efficient word recognition processes?
amount of exposure given to a word but also words’ neighbours.
Discrimination challenge of reading - discriminating a word (eg face) from other words that differ by one letter (eg fact, lace, fame) requires development of a precise recognition mechanism that attends to all letters in a word and their order
BUT
Discrimination is more hard for some words than others eg bird - few other 4 letter english words differ from this word by only one letter
so discrimination challenge is easier?
