spelling/reading Flashcards
(36 cards)
What are the core components and aims of reading & spelling development?
Stages of reading & spelling development
- Stage and non-stage theories of literacy development
- Core components of reading and spelling
- Appreciate: relationship between reading and spelling development
- Strengths and weaknesses of models and theories
What are reading, writing, and spelling in relation to language skills?
Secondary language skills
- Build on speaking & listening
- Require instruction and oral language skills
How are reading and spelling related in terms of processing?
Reading: Print → Speech / Print → Meaning
- Spelling: Speech → Print / Meaning → Print
- Information processing flows in both directions
What are foundational skills for reading development?
Vocabulary
- Phonological skill
- Reading comprehension
How does comprehension relate to reading accuracy?
Reading comprehension and accuracy are positively correlated in early reading
- Automatic reading supports comprehension
- Affected by vocabulary, morphology, and syntax
What are the processes in early reading?
Word reading = word recognition & decoding
- Word reading = recognition, decoding, vocabulary for meaning
- Reading = Decoding x Comprehension
How do we read new or difficult words?
Recognise letters (memory)
- Decode sounds (grapheme-phoneme)
- Analogise to known words
- Predict from grapho-phonemic context
- Use memory and semantic context
What is phonological awareness?
Awareness of sounds in words
- Includes recognizing, manipulating, and producing word sounds
- Example tasks: identify first sound, rhyme, count sounds, remove a sound from a word
What is writing?
Visual communication
- Maps symbols (letters) to language units
- Limited symbols → ambiguities, limits features represented
How do children learn to spell?
Recognize letters, learn how letters map to sounds
- Learn rules and patterns
- Practice leads to stronger orthographic representation
What is the effect of practice on reading and spelling? (Conrad, 2008)
Spelling and reading practice both strengthen word-specific memory
- Stronger transfer from spelling to reading than vice versa
What are the main models of reading & spelling development?
Coltheart Dual Route Cascaded Model
- Frith Stage Model
- Ehri Phase Model
- Gentry Spelling Model
What is the Dual Route Cascaded Model? (Coltheart et al., 2001)
Lexical semantic route
- Lexical non-semantic route
- Grapheme-Phoneme Conversion (GPC)
- Words can be read via whole-word recognition (lexical route) or sounding out (GPC route)
How does the Dual Route Cascaded Model explain dyslexia?
Surface dyslexia: difficulty with irregular words (e.g., “yacht”)—lexical route affected
- Phonological dyslexia: difficulty reading non-words (e.g., “tegwop”)—GPC route affected
What are criticisms of the Dual Route Cascaded Model?
How/when are routes mastered?
- Where does GP converter come from?
- Not developmental (not about changes over time)
What is Frith’s Stage Model (1985)?
Logographic, Alphabetic, Orthographic stages
- Emphasises environmental influence and developmental steps
- Reading and spelling linked
What are the steps in Frith’s Stage Model?
Logographic: recognize words by visual features/symbols
- Alphabetic: use letter-sound correspondences
- Orthographic: use patterns, rules, and word families
What are the strengths and weaknesses of Frith’s Stage Model?
Strengths: developmental approach, links reading and spelling, has some empirical support
- Weaknesses: doesn’t explain how changes occur; orthographic stage may develop earlier
What is Ehri’s Phase Model (1995, 2002, 2008)?
Pre-alphabetic: sight word reading (visual cues)
- Partial alphabetic: phonetic cue reading (letter-sound knowledge)
- Full alphabetic: full grapheme-phoneme connections, decoding, analogy
- Consolidated alphabetic: memory for patterns, word families, morphemes
How does Ehri’s Phase Model apply to spelling?
Pre-alphabetic: scribbles
- Partial: letter knowledge, phonemic awareness (e.g., “bz” for “buzz”)
- Full: plausible spellings using conventional graphemes (e.g., “pekt” for “peeked”)
- Consolidated: advanced understanding of units, roots, affixes, plausible endings (e.g., “operate”)
What are the critiques of Ehri’s Phase Model?
Emphasises alphabetic concept, sight words, and GP connections
- Flexible, but no mature reading stage, and entry to each phase not fully specified
What is the Gentry Spelling Model (1982)?
Precommunicative
- Semiphonetic
- Phonetic
- Transitional
- Correct stage
What are the features of each Gentry spelling stage?
Precommunicative: random letters/scribbles
- Semiphonetic: some letter-sound mapping
- Phonetic: plausible but not correct spelling
- Transitional: mixes correct/incorrect spellings
- Correct: conventional, dictionary-correct spelling
How do reading and spelling interact?
Practice in spelling improves reading (Conrad, 2008)
- Orthographic representations are strengthened by spelling
- Reading supports spelling, but transfer is stronger from spelling to reading
