SPPA 606: Language Development and Disorders in School-Aged Children - Reading Flashcards

Comprehensive vocabulary flashcards covering basic terminology, theoretical models of reading, and the role of speech-language pathologists in literacy development based on lecture SPPA 606.

Low Literacy Outcomes

A contributor to poorer overall outcomes such as crime, difficulty maintaining employment, and health issues according to the World Literacy Foundation (2015).

OECD (2016) Reading Performance Statistic

In developed countries, $20\%$ of adolescents do not attain a level of reading performance that allows them to participate effectively in life.

ASHA Position on SLPs and Literacy

Speech-language pathologists play a critical and direct role in the development of literacy for children and adolescents with communication disorders, including those with severe or multiple disabilities.

Language Learning Disability (LLD) Reading Prevalence

According to Paul & Norbury (2012), $80\%$ of children with LLD have primary difficulties in the areas of reading, writing, and spelling.

Spoken Language Foundation

Spoken language provides the foundation for reading and writing development; instruction in one can result in growth in the other due to their reciprocal relationship.

Evolution of Speech vs. Reading

Spoken language does not need to be explicitly taught and is evolutionarily old, whereas written language is evolutionarily new and must be explicitly taught as the brain is not pre-wired for it.

Reading Circuit

A new, plastic circuit created by every reader from older cognitive and linguistic structures, as described in 'Proust & the Squid' by Wolf (2007).

The Reading Wars

The historical conflict between Phonics-based instruction and the 'Whole Language' approach ($\sim 1975-2000$) which focused on text exposure and sight word memorization.

Simple View of Reading

A model by Gough & Tunmer (1986) stating that Language Comprehension $x$ Decoding $=$ Reading Comprehension.

Dyslexia

A specific learning disability of neurobiological origin characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

Phonology

The sound system of language.

Phoneme

The smallest unit of sound that changes word meaning; English comprises $44$ phonemes ($24$ consonants and $20$ vowels).

Phonological Awareness

Metalinguistic awareness of all aspects of the phonological structure of sounds, syllables, and words.

Morpheme

The smallest grammatical unit of language that has meaning, including word morphemes, inflectional bound morphemes, and derivational morphemes.

Orthography

The writing system of a language.

Grapheme

A letter or letter combination that represents a phoneme in language, such as 'gh' representing different sounds in 'ghost', 'rough', and 'dough'.

Digraph

A two-letter Grapheme-Phoneme Correspondence (GPC) such as 'th', 'ch', 'sh', 'ou', 'ei', or 'ck'.

Trigraph

A three-letter Grapheme-Phoneme Correspondence (GPC) such as 'tch' or 'igh'.

Shallow Orthography

Languages that tend to have a one-to-one correspondence between graphemes and phonemes, such as Spanish or Italian.

Deep Orthography

Languages that do not maintain a one-to-one correspondence between graphemes and phonemes, such as English, French, or Hebrew.

Essential Representations for Word Recognition

Visual word recognition requires Orthographic (spelling), Phonological (sound), and Semantic (meaning) representations.

Lexical Processing Route

A reading route involving the transition from the printed word to the Orthographic Lexicon to meaning; used for known words and allows for rapid, fluent reading.

Phonological Decoding Route

Also known as the Sublexical Route, it involves processing the printed word through segmented letters and Grapheme-Phoneme Correspondence rules to the Phonological Lexicon and meaning.

Dual-Route Cascaded Model of Reading (DRC)

A model by Coltheart et al. (2001) that describes the interaction between Lexical and Phonological Recoding processes.

Reading Systems Framework

A framework by Perfetti & Stafura (2014) where reading comprehension is underpinned by Linguistic, Orthographic, and General Knowledge interactions with cognitive resources like memory.