Download - H860 Reading Difficulties
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H860 Reading Difficulties
Week 2The Development of Reading
(Difficulties)
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Today’s session
1. The rocky road to reading2. Discussion of intervention
presentations3. Break4. Early literacy development5. Memo briefing
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Recap from last week
• General reading difficulties have many causes• The signature of specific reading difficulties is
that they are ‘unexpected’• The most readily identifiable SRD is dyslexia, a
specific difficulty with phonological processing
• Caveat: labels are products of culture and time
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• For a child to learn to read, a lot of precursors have to be in place…
• Thus, our understanding of intervention should not just start at the school years
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Jyväskylä Longitudinal Study of Dyslexia
• Prospective study of over 200 Finnish children from birth
• Half were at familial risk for dyslexia
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1st year of life…
• ERP recordings in the first week of life and 6 months differed between at-risk and non-risk babies
• Newborn responses to /ga/ syllable related to poorer receptive language across groups at 2.5 years. Similar trend at 5 years.
• Newborn responses in the left hemisphere predicted poorer reading skills at 6.5 years, and poorer reading accuracy and fluency, as well as poorer spelling skills, at 7 years
• At-risk children with overall slow motor development had asmaller vocabulary and used shorter sentences than children in all other subgroups
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2 year olds…
• Maximum sentence length at 2 years lower in at-risk group
• Accuracy of speech sound articulation at 2.5 years predicts early reading acquisition
• Control mothers produce more symbolic play and language in interactions with their children
• Mothers' child-directed symbolic language contributed toward the comprehension skills of at-risk 14- and 18-month-olds. This association was absent in the control group until 30 months.
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At-risk late talkers
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3 years and beyond…
• At-risk group have lower expressive language scores at 3.5. By 5 years both expressive and receptive language scores are lower
• At-risk group have lower phonological awareness
• Phonological awareness, letter knowledge and RAN predict future reading from 3.5 years
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Lyytinen et al. (2006)
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Pause
• If asked to give advice to the parents of an at-risk 3.5 year old, what would you say/what information would you want to obtain from them?
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Early risk screens
• TOPEL, Test of Preschool Early Literacy http://www.proedinc.com/customer/productView.aspx?ID=4020
• ALL Assessment of Language & Literacy
http://harcourtassessment.com/haiweb/cultures/en-us/productdetail.htm?pid=015-8074-742
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Self-promotion time
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Katie Overy, 2003
• Rhythm-based music training 3 x 20 minute sessions, for 15 weeks
• Improved children's phonological and spelling skills…
• However, the causal pathway from rhythm skills to phonology and reading is not yet understood.
Music and Literacy
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Measuring Beat Sensitivity
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Dyslexia CA RL
PNAS, 2002
Measuring Beat Sensitivity
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• What is the neural profile for beat processing in children?
• Does this vary in children with dyslexia?
• If yes, what is the developmental trajectory:
difference, delay or a more complex picture?
Neural bases of beat processing
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Strong beat
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Weak beat
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Literacy Instruction Begins
• The ‘basic’ task – learning the associations between the sounds and words of your language and the symbol system of your language
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Treiman and Kessler
• Writing maps spoken language through units of meaning (morphosyntax) and/or sound (phonology)
• Logographic systems use meaning units – e.g. Chinese languages鼠 - rat
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Logographic systems
• Zoo
‘move’ ‘thing’ ‘garden’
Chinese writer must master 2,000-3,000 logograms to have a good dictionary
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Phonological systems
• The invariance issue – ‘tomato’• Syllabaries• Segmental systems – e.g. Spanish, English
• Fewer symbols – easier to learn!• But, finer cuts make symbol decisions harder:
‘sweet girl’
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Phonological systems
• Intonation not represented – implications for fluency?
• Mixtures possible:– Past tense ‘ed’– Plurals
• Dealing with our pasts…/w/ in wrist, /x/ - gh, /k/ in knightVowel merger in N. America – lawn/lot
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Word Reading
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Ways to read a word…
1. jone2. greak3. disland4. nepot5. dalf6. heact7. bacht8. souquet9. nuitar10. beights
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Ways to read a word…
1. Decoding, e.g. c-a-t /k//æ//t/2. Pronouncing common spelling patterns as
chunks e.g. –ight, ing3. Retrieving words from memory (sight word
reading) e.g. none, yacht4. By analogy e.g. yellow fellow5. By predicting words from context
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Frith’s stage model
1. Logographic
2. Alphabetic
3. Orthographic
Spelling is driver
Reading is driver
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Profile of Word Reading (i)
Sleep sleep Beautiful d.k.
After after Watch wach
Woman woeman Early eerlee
Summer summer Twilight twilliggit
Chair chair Certain curtane
Because becoss Dwarf dwarf
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Profile of Word Reading (ii)
Sleep slip Beautiful bell
After after Watch witch
Woman winning Early Ella
Summer simmer Twilight twit
Chair car Certain kernin
Because becky Dwarf doff
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Profile of Word Reading (iii)
Sleep sleepy Beautiful beauty
After after Watch witch
Woman women Early earlier
Summer summer Twilight twilights
Chair chair Certain certainly
Because because Dwarf d.k.
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Memos…