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literacy
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- 1The Simple View of Reading (Gough & Tunmer, 1986language comprehension and word recognition
- 2Processing data 1: decodingMatching the word with it’s underlying rep.
Our lexicon contains mental representations of words that includes information about…
Visual features
Spoken characteristics
It’s meaning
This lexical system is ‘multi-directional’ - allows us to use meaning to prevent/correct errors - 3Dual-route-model Coltheart et al. (1977)Faster word recognition (decoding) is the preferred option, so, where possible the lexical route is used
If a word is not recognised on sight the sub-lexical route is taken (Siegler, 1996)
Share and Stanovich (1995) suggest children need to master the sub-lexical route to enable automatic retrieval of the spoken form - 4Graph.-phoneme conversionDependant upon an understanding of what is known as the ‘alphabetic principle’
…an infinite set of words can be produced from the combination of a limited number of basic units
We translate basic structural units that comprise words into their phonetic equivalent
Carrot = ‘kærət
Some languages are more transparent than others in this respect (…English is partial)
Contrast ‘CAT’ with ‘YACHT’
Context affects pronunciation of sound units
Convict (the verb) versus Convict (the noun) - 5Skills req. for G-P conversionThe capacity for dual representation and an explicit awareness of the nature of symbols
Recognition of units
What is this letter? (e.g., ‘t’)
Segmentation
Hunting…hunt…ing
Preservation of ordering of units
In…vest….i…gate (…dependent on WM)
Blending
C……A……T, C…A…T, C.A.T, CAT - 6Ehri’s (1997) theory read. dev‘Pre’-alphabetic phase
semantic connections with visual cues (e.g. Pepsi)
‘Partial’ alphabetic phase
connections between particular letters, first and last
‘Full’ alphabetic phase*
mapping graphemes ‘letters’ to phonemes ‘sounds’. We must internalise this system to decode new words, but English is difficult (e.g. steak, leak, rake)
‘Consolidated’ alphabetic phase
letter patterns become consolidated, we identify words by chunking parts together (e.g., chest as ch-est instead of ch-e-s-t). Enhances processing speed/reduces memory load - 7Evaluation of Ehri’s theorySupport for some of pre-alphabetic
phase e.g. Bloodgood (1999)
Support for the partial-alphabetic phase with phonetic cue reading (e.g. Ehri & Wilce, 1985)
JOIN…as…JOHN
Although some question whether the partial-alpha. phase exists (Gough & Hillinger, 1980)
General support for the description of dev.
But, what about onset-rime (Goswami & Bryant, 1990; Ziegler & Goswami, 2005)
Children develop strategies based on analogy - 8Reading by analogyWe compare the visual characteristics of new words with those in our lexicon and transfer our knowledge of how words are pronounced
COT, CUT, CUP
MAT, HAT, BAT
…CAT
The use of analogy and the lexical route require a well-stocked lexicon containing visual representations of many words
Debate in the literature concerning whether synthetic or analytical phonics is the best - 9‘Phonological’ skillsThe ability to recognise, identify, or manipulate any phonological unit within a word, be it phoneme, rime or syllable (Ziegler & Goswami, 2005)
But…
Phonology alone is not always sufficient; for example, you may spell out the word ‘filled’ as ‘fild’ (and many do) – morphology and semantic knowledge are required!
What about ‘suprasegmental’ phonology – the rhythm - (see Holliman, Wood, & Sheehy, 2012)
Is the link causal? (see Castles & Coltheart, 2004)
Do all phonological interventions work (see Torgesen, 2000, 2005). - 10Whole-language v PhonicsIntense debate, until recently:
Whole-language approach: expose children to text in ‘complete’ form to keep it meaningful
Phonics approach: teaching children the ‘basic rules’ for translating written symbols into sounds
A shift around 7 to 8-years old – ‘learning to read’ to ‘reading to learn’ (Melzi & Ely, 2009) as decoding and comprehension skills reach a high level of efficiency - 11Fuzzy-trace theory (Brainerd & Rayner, 1993)Young children try and remember things verbatim
With dev. they begin to adhere to the reduction to essence rule which specifies that the extraction of fuzzy traces is more efficient in terms of memory capacity
Working with fuzzy traces takes less cognitive effort and therefore leaves more WM space free
Children expend far too much cognitive effort trying to retain photographic mental reps. in their WM = none left for them to use to put these representations in context - 12Why might comp. be difficult? continuedExtracting important points
12 year olds could identify the main points, but 8 years olds had no idea (Brown & Smiley, 1977)
Metacognitive awareness
The ability to monitor your own understanding and to adjust your reading strategy in response to this
This is a late developing ability and very few master it until secondary school age, if at all
Content knowledge
The more knowledge we already have about the subject matter current being read about, the more we can check the plausibility of what is being read - 13Conclusions: reading devReading involves the extraction of meaning from text (…information processing)
The information processing of text comprises of two abilities: decoding and comprehension
Given we need to be able to decode words before we can comprehend them, children’s early attempts at reading often focus on decoding at expense of comprehension
A child’s ability to decode words seems to involve an understanding of the rel. between sounds and letters and/or orthographic units – enabling a break down and GPC application - 14Developing the ability to writeTwo key processes involved in writing
Initial drafting
Revision - 15DyslexiaPrevalence of 5-10% (Miles & Miles, 1999)
Typical difficulties
Problems with rapid processing and sequencing phonological information in short-term memory - 16dyslexia identificationWechsler Intelligence Scale for Children (WISC)
See if they have average or above average IQ
See if there is a discrepancy between scores on the subtests
Expect those associated with the condition to be deficient
Standardised literacy assessments
Word reading (e.g., the BAS)
Story reading and comprehension (e.g., the NARA)
Spelling (e.g., the BAS)
Phonological awareness (e.g., the PhAB) - 17reading recovery5-6yrs
It involves daily, thirty minute lessons with a trained Reading Recovery teacher over a period of up to twenty weeks
Información
- Descripción
- Guff Developmental Fichas sobre literacy, creado por James Rowland el 01/04/2016.
- Creado por
- James Rowland
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