The Simple View of reading

Oral blending involves:

"Activating" a word based on hearing its parts

Phonemic Awareness:

-Approximately 80-90% of poor word-level readers have PA difficulties (if using a sensitive enough PA test). -PA must be very efficient to assist in reading -Is associated with permanent word storage and phonic decoding -Phonemic awareness will be extensively dealt with later

Cipher Knowledge

-Code vs. cipher -007 -Kbnft cpoe

The Simple View Challenge

-Find a skilled decoder with good language comprehension who struggles with reading comprehension -Find a student with very weak decoding or weak language comprehension (or both) who is doing well in reading.

Exceptions to the rule Ive tested students with this pattern:

-Good LC and apparently fluent word reading -Yet poor reading comprehension!

In what kind of individuals does word study/attention to detail eventually become automatic and subconscious to?

-In typically developing readers -Not in phonological-core deficit individuals

General orthographic knowledge appears to be a side effect of reading development:

-It is not likely an independent reading sub-skill -Tested in research by wordlikeness and homophone tasks -Correlates strongly with letter-sound development

Possible reasons PSTM affects word reading:

-It may affect sounding out words -It may affect the orthographic mapping process during the self-teaching situation -It may simply represent evidence of a broader inefficiency in the phonological system or executive systems

Language Comprehension

-Less commonly the source of reading comprehension difficulties than decoding

Exceptions to the rule "Fluent" reading was very effortful for them..

-Little working memory capacity left for comprehension -These students are "compensators"

Rapid Automatized Naming outcomes?

-No remediation research available -Best solution is to strengthen all other parts of the reading process -Children with only RAN problems may go on to be slow accurate readers with good comprehension (assuming WM is okay) -Some studies show spontaneous improvements in RAN following reading improvement -Reasons for this are not understood

Rapid Automatized Naming Facts?

-Often called rapid naming -First reported in 1974 -Not sure how it fits the reading process -Not as common as problems with PA and phonological short-term memory

Word Specific knowledge

-Regular and irregular words -based on cipher knowledge

Why we should teach reading comprehension strategies?

-Research has shown the effectiveness of teaching reading comprehension strategies -Language development involves oral and printed language - reading comprehension strategies apply to listening comprehension and vice versa

Why we shouldn't teach reading comprehension strategies?

-While reading comprehension strategies help all students, they have less impact on students with decoding problems -With these students, it won't close the "gap"

What is the best way to work around Phonological short term memory?

-by developing automatic word recognition -Sight word (i.e., immediate) recognition bypasses PSTM altogether

What is word study/ attention to detail essential for?

-efficient orthographic mapping (i.e., permanent word storage)

What does Building the orthographic lexicon (i.e., sight word pool) require?

-general and specific orthographic knowledge -Proceeds one word at a time

Orthography has to do with?

-knowing the correct spelling of words -Distinguishing homophones (flew, flu, flue)

Reading practice is needed for and affects what?

-letter, digraphs, blends -fluency, inflection, comprehension

Simple View Background Information

-originated in late 70s to early 80's (1986 article in the journal Remedial and special Education) -largely a challenge to whole language -Fits a lot of research data -has withstood over 100 direct studies

What are the Two levels of word-specific orthographic knowledge:

-orthographic recognition (reading) -orthographic recall (spelling)

Phonological Short-Term Memory refers to...

-the extremely brief memory buffer of phonological information you are using at the moment -This memory buffer is constantly refreshed or replaced as your attention shifts

Decoding/word reading is based on:

1.Cipher Knowledge and 2. Word specific knowledge

Language Comprehension is based on:

1.Verbal IQ/Receptive Language 2.Background Knowledge 3. Working Memory 4. Executive Functioning Skills +Attention/Motivation +Strategic listening skills (e.g., comprehension monitoring; associating with prior knowledge) 5. Visual-Spatial/Imagery skills +Strong correlation with LC/RC, but not D +Not many direct studies of this

Reading is the product of:

Decoding and Linguistic Comprehension

"mixed type," "combined type" or previously"garden variety poor readers (Language comprehension)

If both D & LC are a problem, researchers call these students

Exceptions to the rule Does this contradict the simple view?

Not really...These students had 1) good phonics, 2) poor phonemic awareness, and 3)often poor working memory

What is Word study/attention related to?

Orthographic skills

What is the only Simple View component skill that substantially affects both word reading and language comprehension?

Phonological Short-Term Memory

What is the developmental order of PA and oral blending?

Syllable, onset-rime, phoneme

hyperlexic (Language Comprehension)

When students are good word readers & weak in LC

Dyslexic (Language Comprehension)

When students are poor word readers & strong in LC

Phonemic Awareness is..

an awareness of the parts of the whole word no activation involved

Letters must be learned to what? (Letter-sound/symbol skills)

automaticity

What can word study/attention to detail be undermined by?

bad habits, compensating strategies, or inappropriate instruction (e.g., encouraging the routine use of guessing words based upon context and discouraging phonic decoding)

When is blending typically fully developed?

late 1st grade

When is PA fully developed?

late 2nd/early 3rd grade

Diagraphs & blends should be learned like what? (Letter-Sound/symbol skills)

letters

What does Word study/attention to detail involve?

matching what is heard (the oral form of the word) to what is seen (the printed form of the word)

Phonic blending=

oral blending + sound/symbol

What are Letter-Sound/symbol skills necessary for?

orthographic mapping and phonic decoding

Specific Orthographic knowledge forms the basis of what?

permanent word storage (mapping) and correct spelling

What does Word study/attention to detail require good skills of

phonemic awareness skills and sound/symbol skills

Rapid Automatized Naming involves...

rapid access to "rote" information, like numbers, letters, colors, objects

What are the two most common remedial recommendations for poor word readings in the school psychology field is?

repeated readings (a practice-based intervention) and phonic decoding

Letter acquisition is a visual-auditory paired associate learning task Developed best?

via multisensory learning and hundreds of repetitions

Vocabulary correlates with what?

word reading

Paired associate learning correlates with what and is needed for what?

word reading and letter sound learning