Term
| What are BIOLOGICALLY PRIMARY abilities?
What are some examples of these abilities? |
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Definition
| Shaped by natural selection, evolved to deal with problems, found in all cultures, acquired easily by all normally developing children (except the extremely deprived)
Examples: language, basic visual abilities, theory of mind, processing facial cues |
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Term
| What are BIOLOGICALLY SECONDARY abilities? Give an example. |
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Definition
| Highly specialized skills that build on primary abilities, where culture deliberately teaches these skills. Some have acquisition problems because the skill is somewhat unnatural, and some never master these types of skills
Examples: driving a car, calculus, READING (20% have difficulty) |
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Term
| What are the 4 main stages in reading acquisition? What is each stage comprised of? |
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Definition
| Prereading ("conventions of print", phonemic awareness), Phonological skills (decoding), Fluency (direct retrieval, sounding out), Comprehension |
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Term
| What does increased direct retrieval have effects on? |
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Definition
| Direct retrieval frees up resources for other cognitive abilities, including working memory and reading strategies. |
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Term
| Gives some reasons for why those of higher SES have increased literacy rates. |
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Definition
| English as a second language, less access to books, poorer school environment, less travel, less early detection of development problems. |
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Term
| What did Senechal's study measure and at what ages?
What were the results of this study, i.e. what was predicted? |
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Definition
| Measured of home experiences with reading at beginning of 1st grade, end of 1st grade and end of 3rd grade to predict reading ability.
Results:
- Early measures of language predicted reading @ end of 3rd grade.
- Phonological awareness predicted reading @ end of 1st & 3rd grade
- Prior comprehension and subsequent exposure to books predicted reading later on |
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Term
| What did Spira study? What were the results/predictors?
What else could have been measured in Spira's study? |
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Definition
| Spira studied early reading acheievement (under 30th percentile) and its effects on 4th grade reading acheivement.
Results: Some reached a high percentile but others didn't.
Predictors: Phonological awareness measures in kindergarten and early conventions of print knowledge
Other possible measures: home context, parent response to reading deficits |
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Term
| What did Charity's article/study discuss? |
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Definition
| The effects of African-Amerian English (AAE) and familiarity with School English (SE) on reading ability. |
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Term
| What were the IVs and DVs in Charity's study? |
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Definition
| IVs: repetition of SE sentences; familiarity with SE
DVs: reading ability (word identification, word attack [pseudo-words], comprehension) |
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Term
| What were the key findings of Charity's study? |
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Definition
| Those with better grammatical and phonological skills read better regardless of location, age, or SES. |
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Term
| List 3 main reasons that can account for reading deficits shown in those who aren't as familiar with School English. |
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Definition
| 1.Interference Theory: a lack of fit exists between words sounds and written words in AAE and SE (e.g. using "dare" for "their")
2. Teacher bias towards and negative stereotypes associated with those who use AAE.
3. Children using AAE may have less Metalinguistic Awareness - i.e. awareness of general language rules |
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Term
| What kind of deficit can dyslexia be described as, and what does this mean? |
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Definition
| Dyslexia described as an “encapsulated deficit”, where problems only exist in reading skills and not anywhere else (e.g. normal to high IQ). |
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Term
| What are the gender differences in dyslexia, and how do they differ by sample type? |
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Definition
| In clinical samples, more boys exhibit dyslexia.
In community samples, however, no gender difference exists. They may be failing to document female dyslexia symptoms because they tend to be more internalizing. |
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Term
| What is the core problem that persists in those with dyslexia?
Describe this problem. |
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Definition
| PHONOLOGICAL ANALYSIS - person has problem understanding and naming a word, not seeing it (problem with retrieval) |
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Term
| What is the etiology of dyslexia? |
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Definition
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Term
| What are some early signs of dyslexia? |
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Definition
| family history, delay in speech, insensitive to rhyme or “talking around a word”, problems with pronunciation |
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Term
| What are the 2 questions inherent in Pennington & Lefly's study?
What 3 groups did they study?
What were the key findings?
What was the trend in their findings? (i.e. answer the abovementioned questions) |
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Definition
| 2 questions:
1. What are the predictors of reading difficulty?
2. Is reading difficulty a continuous or discrete deficit?
3 Groups: HR-RD, HR-NRD, LR-NRD
Key Findings: For HR group, 34% had reading problems (lower reading and phonological scores) by the 2nd grade
Trend: HR-RD < HR-NRD < LR-NRD NOT HR-RD Thus... Reading disability is a CONTINUOUS VARIABLE! |
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Term
| What is SENSITIVITY in diagnosis? What is the opposite of this? |
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Definition
| The correct detection of a disability. Opposite = misses |
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Term
| What is SPECIFICITY in diagnosis? What is the opposite of this? |
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Definition
| The correct labeling of a disability. Opposite = false positive |
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Term
| What did Lovett's research focus on? What were the 3 IVs? Results? |
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Definition
| Focused on development of reading techniques and their generalizeabilty to new contexts in reading novel and pseudo-words.
3 IVs:
- PHAB: phonological awareness and blending
- WIST: word identification strategy training
- SPY (control): seek the part you know
Results: Both PHAB and WIST groups worked! Should combine strategies & interviene early. |
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Term
| What factors correlated with 1st grade reading skills in Kail's study? What correlation was not found?
What was the sample? |
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Definition
| Age, naming speed, and phonological awareness correlated with reading; Negative correlation between processing speed and naming speed
NO CORRELATION with spacial ability.
Sample: U.S. & Chinese children |
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Term
| What 2 factors predicted literacy at 4 1/2 years in the Crain-Thorensen study? What did not predict?
What cognitive ability was measured and what was it predicted by? |
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Definition
| AMOUNT OF STORY READING & ENGAGEMENT predicted literacy, while early language precociousness did NOT predict (e.g. nature vs. nurture)
IQ was measured and predicted by amt. of READING & ENGAGEMENT as well. |
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