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developmental psycology
reading & dyslexia
dyslexia
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Cards (45)
English is inconsistent: bead, tread, great.... many letters/letter combinations have > 1 pronunciation, there are ~44 phonemes, but only 26 letters
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The relationship between consistency and reading ability: consistent languages like Finnish, Greek, Italian, Spanish have higher reading accuracy scores compared to inconsistent languages like Scottish English
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Two main strategies for how children learn to read
Visual
(visually-based whole word recognition)
Phonological
(phonological recoding - letters to sounds)
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Visually-based whole word recognition requires attention to visually salient cues. Preschoolers could 'read' some signs, but not by using
letters.
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Masonheimer, Drum, and Ehri (1984)
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Although the
preschoolers
knew 62% of their
letter-sounds
, they didn't use them to read
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Visually-based whole word recognition
is a short-lived strategy - it does not work for reading novel words
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Phonological
recoding (letters to sounds)
Requires
attention
to individual/groups of letters and making
links
between letters and sounds
Error analysis shows beginning readers make phonologically correct
errors
for words, and can read
pseudowords
quite well
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Phonological awareness
(
PA
)
Knowledge that words are made up from separable units of sound, at the levels of
syllables
, onset/rime, and
phonemes
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How
phonological
awareness
is measured
1.
Rhyme
recognition
2. Phoneme
deletion
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Phonological awareness
skills have enduring ability to predict
later reading ability
and inability
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Some suggestion of learning through
subtitles
, with recent UK project funded by the
Nuffield Foundation
to properly test this idea
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Stage theories of reading development
Frith
(1985): Logographic, Alphabetic, Orthographic
Ehri
(1995): Pre-alphabetic, Partial-alphabetic, Full alphabetic, Consolidated alphabetic
Ziegler
&
Goswami
(2005): Syllables, Onset-rime, Nucleus-coda, Phoneme
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Ehri's Phase Model
Pre-Alphabetic
: connections between visual features and pronunciation/semantic representation, lack phonemic awareness
Partial Alphabetic
: form partial alphabetic connections between sound and print, often first/last consonants
Full Alphabetic
: full knowledge of letter-sound correspondences, can read previously unseen words
Consolidated Alphabetic
: similar to orthographic stage, recurring letter patterns become unitised
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Why do some children find
reading
and writing difficult? Both Frith and Ehri argue that they become stuck at
the alphabetic stage
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Phonetic
cues
The better the phonetic cue, the easier it is to learn
pronunciations
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Partial
letter-sound knowledge
May read
'join'
as '
john'
Can remember taught words
easier
than in previous phase
May confuse
similar
letters (e.g., 'b' and 'd')
May confuse
similarly spelled
words
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Full Alphabetic phase
Full knowledge of letter-sound correspondences (
grapho-phonemic
knowledge), spellings 'bonded' via this knowledge to
pronunciations
in memory
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Full
Alphabetic
phase
k
n o c
k
/
n
/ /
o
/ /k/
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Full
Alphabetic
phase
No longer confused by
similarly
spelled words
Can read
previously
unseen words
Sight vocabulary
steadily
increases
Can spell
short
regular words
May still struggle with
multi-syllabic
words
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Consolidated Alphabetic phase
Similar to orthographic stage of Frith, recurring letter patterns (-tion as in action) become unitised or
consolidated
, reducing
memory load
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Consolidated Alphabetic phase
Words containing more familiar letter patterns are read more
accurately
Can decode multisyllabic words by
'chunking'
Remembers spellings of
words
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Learning and applying letter sound correspondences
is a challenge
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Learning letter-sound correspondences requires phonological awareness (
PA
)
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If PA or
phonological
processing is poor,
letter-sound knowledge
(LSK) will be impaired at alphabetic stages
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PA
plays an important role in learning to read
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PA
reliably predicts reading across
languages
and educational practices
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Good
PA
->
good readers
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Evidence of poor
PA
in children with
dyslexia
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PA tasks
Rhyming
odd man out (lot cot hat pot – odd one out?)
Poor
representations
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Poor
PA
is one of the principal deficits in
dyslexia
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Developmental dyslexia
A specific learning difficulty (SpLD) that affects the ability of the individual to learn to
read
and
write
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Developmental dyslexia doesn't mean the person will be
illiterate
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Developmental dyslexia doesn't mean they are 'stupid' or
'slow'
or
'lazy'
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Developmental dyslexia doesn't mean they are
clever
or
middle
class!
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Developmental dyslexia means they may have other types of
cognitive
difficulty that can affect areas of their life other than
reading
and writing
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Difficulties experienced by Simon as a child
Slow to learn left from right
Easily confused by verbal instructions
Easily disorientated when out and about
Capable but slow at school
Hated reading and reading aloud
Initial attempts at writing were problematic - wrote letters and words back to front
Poor handwriting and slow writing
Couldn't keep up with copying from the board
Punished for shortcomings by teachers
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Assessing dyslexia by discrepancy
Discrepancy between perceived potential to learn to read (usually
IQ
) and
actual
level of reading achievement
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IQ only weakly correlated with reading, so predicted potential is insensitive at best
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Discrepancy approach does not differentiate how well they respond to
intervention
-
both
groups respond well
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See all 45 cards
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