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Developmental (Reading (stage theory (marsh et al (1977) (analogy in…
Developmental
Reading
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Phonological awareness
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tasks require children to make explicit judgements about the sounds of words or perform manipulation of the sound structure of spoken words
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Muter (2004)
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phoneme awareness, word recognition, letter knowledge all predicted word recognition
Hatcher et al (1994)
7 years with reading disability trained on phonological awareness, reading, both or neither,
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Hatcher (2006)
5-6 year olds at risk of reading disability, waiting controls or experimental, daily intervention e.g. letter and word identification, phoneme awareness, group story activity
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stage theory
logographic, alphabetic, orthographic
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characterised by successful non word reading, regularisation errors, length effects
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problems: rack showed logographic children better at associating abbreviations with pronounciations for phonetic than control words, particularly in middle of the words, underpinned by phonological knowledge
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share (1995)
Exposure to novel word in context, with multiple repetitions and decoding attempts
test of orthographic choice, spelling, naming (RT)
orthographic via self teaching in hebrew, minimised when decoding prevented
Dyslexia
Disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and socio-cultural opportunity
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poor decoding shown by poor non word reading, persistent into adulthood
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At risk studies
45 months, controls 57% delayed in literacy age 6
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