Learning to read

2007 ◽  
pp. 656-666
Author(s):  
Rebecca Treiman ◽  
Brett Kessler
Keyword(s):  
Reading Ability ◽  
Word Reading ◽  
Written Language ◽  
Writing Systems ◽  
Spoken Words ◽  
Written Form ◽  
Dual Route ◽  
Dual Route Model ◽  
Single Word Reading ◽  
Alphabetic Writing

A six-year-old child knows the meanings of many spoken words; 10,000 by one estimate. He or she can understand oral questions, commands, and stories. Yet if this same information is presented in written form, the child is hard pressed to decipher it. How do children learn to read, and how do they reach a point at which reading seems as easy and natural as listening? This article considers the development of reading ability, focusing on the development of single-word reading in alphabetic writing systems. It examines how children grasp the idea that writing is related to language, and how they learn about the links between the letters in printed words and the sounds in the corresponding spoken words. First, the article discusses written language and spoken language in children, and then focuses on early learning about relations between writing and language. It also looks at the dual-route model, the single-route model, and the teaching of decoding.

scholarly journals Word Reading in Boys With Isolated Oral Clefts: Comparison to Unaffected Average and Dyslexic Readers Using the Dual-Route Model

2019 ◽  
Vol 57 (3) ◽  
pp. 310-320
Author(s):  
Emily Hope Kuhlmann ◽  
Amy Lynn Conrad
Keyword(s):  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Word Reading ◽  
Reading Performance ◽  
Single Word ◽  
Reading Impairment ◽  
Dual Route ◽  
Dual Route Model ◽  
Single Word Reading ◽  
Isolated Cleft Palate

Objective: To examine word reading performance between boys with isolated cleft lip and/or palate (iCL/P), unaffected average reading (uAR), and unaffected impaired reading (uIR), using the dual-route model. Design: Case/control study. Setting: University children’s hospital. Participants: Males, between the ages of 8 to 11 years, with iCL/P (n = 26), uIR (n = 33), or uAR (n = 28). Methods: Single word reading and achievement were evaluated. Analyses of variance and analyses of covariance evaluated group differences in achievement. Medical records were reviewed for iCL/P participants for audiology and speech history. Spearman ρ correlations were calculated between hearing, speech, and reading achievement for the iCL/P group. Main Outcome Measure(s): Reading performance was evaluated using select subscales from the Woodcock Johnson Reading Mastery Test, 3rd Edition and the Test of Orthographic Competence. Results: Participants with iCL/P had higher than expected rates of reading impairment, differing across cleft type (0% iCL, 50% isolated cleft lip and palate [iCLP], 71.4% isolated cleft palate only [iCP]). On measures of word reading accuracy, iCL/P participants outscored uIR participants, with uAR participants scoring the highest. This pattern was specific to nonlexical reading tasks. Participants in the uAR and iCL/P groups outscored uIR participants on lexical tasks, with no significant differences between uAR and iCL/P. Evaluation of speech and hearing revealed no significant relationship to single word reading or achievement measures in the iCL/P group. Conclusions: Boys with iCL/P are at a higher risk of reading impairments, particularly within the iCP subset. Regular screening should be encouraged, with skills from both lexical and nonlexical routes assessed.

Premodern Letters and Textual Consciousness

2010 ◽  
Vol 37 (3) ◽  
pp. 279-319
Author(s):  
Mark E. Amsler
Keyword(s):  
Written Language ◽  
Writing Systems ◽  
Early Medieval ◽  
Manuscript Culture ◽  
History Of ◽  
Roman Alphabet ◽  
And Linguistics ◽  
Alphabetic Writing ◽  
Visual Sign ◽  
Material Substances

Summary Modern linguistics textbooks devote little, if any, space to writing systems. Shifting our attention from naming precursors or proto-theories to reading earlier language study and linguistics as theorizing and description, the present paper explores ancient and early medieval concepts of the letter in terms of the semiotics of written language and the emergence of textual consciousness in manuscript culture. Early concepts and uses of the letter in alphabetic writing were ambiguous, multilayered, and occasionally contested, but they were not confused. Ancient and early medieval concepts of the letter were based on a semiotics of language and writing which connected spoken and visual signs as multimodal textual activity. Theories of the letter included: (a) the written character (gramma, littera) is a visual sign signifying a particular sound or group of sounds; (b) letters can function as arbitrary second-order signifying systems, such as numbers or diacritics; (c) different alphabets are rooted in the history of peoples although the Roman alphabet is a plastic medium for inscribing the emerging European vernaculars; (d) letters are material substances; (e) the written character is a mute sign; (f) the written character is imperfect or incomplete when detached from sound and the practice of reading aloud.

scholarly journals Outlandish Spelling System Invented by Indonesian Internet Society: The Case of Language Usage in Social Networking Site

2018 ◽  
Vol 7 (7) ◽  
pp. 66
Author(s):  
Rizky Anugrah Putra ◽  
Sulis Triyono
Keyword(s):  
Social Factor ◽  
Written Language ◽  
Social Networking Site ◽  
Human Interaction ◽  
Writing System ◽  
Written Form ◽  
Actual Meaning ◽  
Language User ◽  
Alphabetic Writing ◽  
Bahasa Indonesia

Before having consistent alphabetic writing system, Bahasa Indonesia had encountered several developments in orthographic enhancement. Bahasa Indonesia need to be enhanced for several reasons such as to create national identity and also to provide an ideal spelling system. Orthography system helps the language user to associate the symbol, sound, and meaning. For those reasons, the spelling system is important in written language since most of information and knowledge are preserved in written form. As time passes, there is almost no barrier in human interaction since the distance is narrowed by the technology. To use it efficiently, the language users utilize their language to be shorter but it is easier to understand. However, it creates discrepancy in the orthography system which hinders the interlocutor to get the actual meaning of the written language. This article reveals an issue about orthography system which is made by internet society in which has unusual alphabetic spelling system. The peculiarity is caused by psychological and social factor which revert the spelling model to be identical to children (immature speech).

Relations Between Reading and Speech Manifest Universal Phonological Principle

2019 ◽  
Vol 5 (1) ◽  
pp. 109-129 ◽  
Author(s):  
Donald Shankweiler ◽  
Carol A. Fowler
Keyword(s):  
Word Reading ◽  
Writing Systems ◽  
Cognitive Demands ◽  
Learning To Read ◽  
Reading Processes ◽  
Skilled Readers ◽  
Segmental Phonology ◽  
Spoken Words ◽  
Speech Research

All writing systems represent speech, providing a means for recording each word of a message. This is achieved by symbolizing the phonological forms of spoken words as well as information conveying grammar and meaning. Alphabetic systems represent the segmental phonology by providing symbols for individual consonants and vowels; some also convey morphological units. Other systems represent syllables (typically CVs) or morphosyllables. In all cases, learning to read requires a learner to discover the forms of language that writing encodes, drawing on metalinguistic abilities that are not needed for the acquisition of speech. Therefore, learning to read is harder and rarer than acquiring speech. Research reveals that skilled readers of every studied orthography access phonological language forms automatically and early in word reading. Although reading processes differ according to the cognitive demands of specific orthographic forms, the differences are subservient to the universal phonologic principle that all readers access phonological language forms.

Addressing Word Recognition Difficulties of Adolescents With Dyslexia

2022 ◽  
pp. 556-569
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Word Recognition ◽  
Reading Ability ◽  
Word Reading ◽  
Evidence Based ◽  
Connectionist Model ◽  
Comprehensive Overview ◽  
Word Analysis ◽  
Dual Route Model ◽  
Complex Words ◽  
Specific Learning

This chapter provides a comprehensive overview of evidence-based word analysis approaches for promoting accurate and fluent reading of complex words by adolescents with a specific reading disability (i.e., dyslexia). First, research has been reviewed to pinpoint the characteristics and causes of dyslexia as a specific learning disability. Specifically, two theories of dyslexia, the phonological theory of dyslexia and the magnocellular theory of dyslexia, have been discussed to ascertain the causal attributes of phonological awareness deficits and auditory and visual sequencing deficits to word recognition difficulties of adolescents with dyslexia. Next, two theories of word recognition, particularly the dual-route model of word recognition and connectionist model of word recognition, have been discussed to clarify the mechanism underlying the manifestation of dyslexia and resultant difficulties with word recognition. Finally, evidence-based word analysis programs have been described as approaches for improving word reading ability of adolescents with dyslexia.

Literacy instruction for autistic children who speak languages other than English

Autism ◽  
2021 ◽  
pp. 136236132110254
Author(s):  
Benjamin Bailey ◽  
Joanne Arciuli
Keyword(s):  
Literacy Instruction ◽  
Word Reading ◽  
Children With Autism ◽  
Small Samples ◽  
Autistic Children ◽  
Writing Systems ◽  
Learning To Read ◽  
Research On Teaching ◽  
Written Form ◽  
English Speaking

Much of what is known about autism and literacy instruction is derived from studies including monolingual English-speaking children. Yet, less than one-fifth of the world’s population are English speakers. This review examines the research on literacy instruction for children with autism learning to read and write in languages other than English. A systematic search of the literature identified potentially relevant publications, a relatively small number of these met inclusion criteria. The included studies investigated instruction methods targeted at word reading and spelling, reading comprehension, and written expression for autistic children learning to use alphabetic, syllabary or logosyllabary writing systems. Autistic children benefitted from literacy instruction methods designed for typically developing children. However, some studies showed that additional skills and supports may be required. The included studies also highlight some potential differences in effective instruction practices used when working with autistic children learning alphabetic, syllabary and logosyllabary writing systems. Studies tended to include small samples. We hope this review will bring increased awareness and research efforts in the area of autism and global literacy. Lay abstract Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world’s languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy.

Integration of Impaired Visual as Well as Impaired Phonological Information Can Cause Reading Errors

Perception ◽  
1997 ◽  
Vol 26 (1_suppl) ◽  
pp. 116-116 ◽  
Author(s):  
P L Cornelissen ◽  
P C Hansen ◽  
J F Stein
Keyword(s):  
Motion Detection ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Coherent Motion ◽  
Phonological Information ◽  
Visual Stream ◽  
Reading Errors ◽  
Single Word Reading ◽  
Printed Word

Developmental dyslexia is a common problem amongst school children (5% – 10% are afflicted), yet controversy surrounds the explanation for its cause. Fluent reading requires rapid association of visual with phonological information—therefore problems with either visual or phonological processing could cause reading difficulties. It is known that dyslexics’ speech perception is often impaired, giving rise to ‘fuzzy’ or ‘underspecified’ phonological representations. This leads, in turn, to difficulties with letter-to-sound mapping during reading. Dyslexic individuals also find it unusually difficult to detect flickering or moving visual stimuli, consistent with impaired processing in the magnocellular visual stream. This raises the question of whether dyslexics' reading problems may be caused not only by abnormal phonological processing but also by magnocellular impairment. We suggest that, when children read, impaired magnocellular function may degrade information about where letters are positioned with respect to each other. We predicted that this might cause reading errors which contain sounds not represented in the printed word. We call these orthographically inconsistent nonsense errors ‘letter’ errors. To test this idea we assessed magnocellular function in 58 children by using a coherent-motion detection task. We then gave these children a single-word reading task and found that the likelihood of them making ‘letter’ errors was best explained by independent contributions from motion detection (ie magnocellular function) and phonological awareness (assessed by a spoonerism task). This result held even when chronological age, reading ability, and IQ were controlled for. These findings suggest that, when visual and phonological information is integrated during reading, impairments in both domains may indeed affect how children read.

Addressing Word Recognition Difficulties of Adolescents With Dyslexia

2020 ◽  
pp. 21-37
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Word Recognition ◽  
Reading Ability ◽  
Word Reading ◽  
Evidence Based ◽  
Connectionist Model ◽  
Comprehensive Overview ◽  
Word Analysis ◽  
Dual Route Model ◽  
Complex Words ◽  
Specific Learning

This chapter provides a comprehensive overview of evidence-based word analysis approaches for promoting accurate and fluent reading of complex words by adolescents with a specific reading disability (i.e., dyslexia). First, research has been reviewed to pinpoint the characteristics and causes of dyslexia as a specific learning disability. Specifically, two theories of dyslexia, the phonological theory of dyslexia and the magnocellular theory of dyslexia, have been discussed to ascertain the causal attributes of phonological awareness deficits and auditory and visual sequencing deficits to word recognition difficulties of adolescents with dyslexia. Next, two theories of word recognition, particularly the dual-route model of word recognition and connectionist model of word recognition, have been discussed to clarify the mechanism underlying the manifestation of dyslexia and resultant difficulties with word recognition. Finally, evidence-based word analysis programs have been described as approaches for improving word reading ability of adolescents with dyslexia.

scholarly journals Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children

2020 ◽  
Vol 63 (11) ◽  
pp. 3775-3785
Author(s):  
Elizabeth Buchanan-Worster ◽  
Mairéad MacSweeney ◽  
Hannah Pimperton ◽  
Fiona Kyle ◽  
Margaret Harris ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Latent Variables ◽  
Reading Ability ◽  
Word Reading ◽  
Strong Relationship ◽  
Visual Speech ◽  
Single Word ◽  
Phonological Representations ◽  
Single Word Reading ◽  
Hearing Children

Purpose Speechreading (lipreading) is a correlate of reading ability in both deaf and hearing children. We investigated whether the relationship between speechreading and single-word reading is mediated by phonological awareness in deaf and hearing children. Method In two separate studies, 66 deaf children and 138 hearing children, aged 5–8 years old, were assessed on measures of speechreading, phonological awareness, and single-word reading. We assessed the concurrent relationships between latent variables measuring speechreading, phonological awareness, and single-word reading. Results In both deaf and hearing children, there was a strong relationship between speechreading and single-word reading, which was fully mediated by phonological awareness. Conclusions These results are consistent with ideas from previous studies that visual speech information contributes to the development of phonological representations in both deaf and hearing children, which, in turn, support learning to read. Future longitudinal and training studies are required to establish whether these relationships reflect causal effects.

Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development

2004 ◽  
Vol 25 (2) ◽  
pp. 223-238 ◽  
Author(s):  
S. HÉLÈNE DEACON ◽  
JOHN R. KIRBY
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Development ◽  
Morphological Awareness ◽  
Single Word ◽  
Pseudoword Reading ◽  
Two Factors ◽  
Single Word Reading

Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.

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