Karteikarten
Lecture 1
Karten in diesem Stapel (37)
- 1Liberman et al. (1974)Found that US pre-readers performed poorly at phoneme tapping at ages 4 & 5
- 2Porpodas (1999)Found that Greek pre-readers showed onset-rime awareness
- 3Ho & Bryant (1997)Chinese pre-readers showed onset-rime awareness
- 4Hoien et al. (1995)Norwegian pre-readers showed onset-rime awareness
- 5Taiwan uses which writing system?Onsets & Rimes
- 6Why does English not use onsets and rimes as a reading system?English has too many onsets and rimes
- 7What is a phoneme?A phoneme is the smallest unit of sound that can affect the meaning of a word
- 8What is a grapheme?a grapheme is the representation of a phoneme in written form - each grapheme represents a phoneme, however it is not necessarily a single letter (Eg: oo, ei)
- 9What is an Alphabetic writing system?It makes use of symbols for consonants and symbols for vowels - phonemes are not natural units of speech, therefore children learn phonemes from learning letters
- 10Bruce (1964)Found that phoneme awareness is absent in preliterate children - used deletion tasks on 5 & 6 year olds, very poor scores. Older children tended to do better
- 11Bradley & Bryant (1983)4 & 5 year olds were asked to pick the odd word out from a list of words with similar onsets and rimes. Children performed above chance in this task
- 12Morais et al. (1979)Phoneme awareness is absent in illiterate adults - found by comparing deletion and addition of phonemes
- 13Reid et al. (1986)phoneme awareness of Chinese that only learned traditional characters performed much worse in phoneme awareness than Chinese that learned the alphabetic version Pinyin
- 14Cunningham & Carroll (2011)Cognitive tasks of 30 Steiner children that only learned to read at the age of 8, found comparable vocabulary and syllable awareness, but much poorer phoneme awareness and word reading than normally taught children
- 15Huang & Hanley (1995, 1997)Chinese children that did not learn Pinyin showed poorer phoneme deletion and addition abilities than those that did not
- 16Mann (1986) he's the MAN! that make US and Japanese kids tap at each otherJapanese 6 year olds that learned only a syllabic system showed poorer performance than US children in phonemic tapping
- 17What are the two potential problems in learning to read English?1. the complex structure of English syllables (Consonant-vowel syllable structures in English do not allow for an easy transition of awareness from onset-rime to phonemes)
2. the opaque nature of English orthography (letter-sound associations are not very consistent) - 18Treiman et al. (1995) - think cvc...In English cvc words there is only 60% consistency in how the vowel is pronounced
- 19Advantages of a non-transparent writing systemallows for homonyms to be disambiguated by different spellings - and morpheme identity can be preserved
- 20What different types of writing system exist?Logographic, syllabry, onset-rime, phonemic, and alphabetic
- 21Treiman & Baron 1981Using a counting task
- found that 5 year old pre-readers show good syllable awareness - 22Treiman & Zukowski 1991Used a puppet same/different task
puppet likes words that have the same sounds in them (syllables) - 5 year olds scored 100%, 6 year olds scores 90% - 23Cossu et al. (1988)Italian 4 year olds showed good syllable awareness in the tapping task
- 24Durgunoglu & Oney 1999Turkish pre-readers performed well in syllable awareness (tapping task)
- 25Wimmer et al. 1991German pre-readers performed well in syllable awareness (tapping task)
- 26Hoien et al. 1995Norwegian pre-readers performed well in syllable awareness (tapping task)
- 27Demont & Gombert 1996French pre-readers performed well in syllable awareness (tapping task)
- 28Demont & Gombert 1996French pre-readers performed well in syllable awareness (tapping task)
- 29Liberman et al. 1974Segmentation task where a child has to tap once for each segment in a spoken word:
found that pre-reading US children are capable and good at this task
- syllable awareness does not require reading experience - 30Advantages of a logographic writing systemLess ambiguity (such as in homonyms for writing - not saying)
Characters can represent the same meaning in different languages (Eg: 4 in French = 4 in English) - 31Disadvantages of a logographic writing systemWords will only be reliably read if they have been encountered before - new words cannot be pronounced
A large amount of learning is reuired - several thousand characters must be learned to develop an adequate reading vocabulary - 32Advantages of Syllabry writing systemFor Japanese children: results in fewer symbols to learn than in a logographic system
- words never seen before can be read aloud accurately
- Young children can separate spoken words into syllables - 33Disadvantages of syllabry writing systemwords that sound the same are written the same; leads to ambiguity in spelling (homophones)
- 34Why not syllabry in English children?English contains too many syllables (approximately 15,000), this would mean learning thousands of visual symbols in reading development for the child
- 35What is an onset?consonants prior to the vowel (Eg: flowing - fl)
- 36What is a rime?the vowel and subsequent consonants (Eg: flowing - owing)
- 37Trieman & Zukowski (1991)used a puppet in a same/different task to choose the sounds the puppet would like when he likes words that have the same sounds in them - 5 year olds: 100%, 6 year olds: 90% (Eg: steam and stop - same onset; spin and win - same rimes)
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- Karteikarten am Lecture 1, erstellt von layroo am 12/05/2013.
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