understanding children’s reading and spelling difficulties max coltheart
DESCRIPTION
Understanding children’s reading and spelling difficulties Max Coltheart Director, Macquarie Centre for Cognitive Science Macquarie University. What is “real reading”?. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/1.jpg)
Understanding children’s reading and spelling difficulties
Max Coltheart
Director, Macquarie Centre for Cognitive ScienceMacquarie University
![Page 2: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/2.jpg)
What is “real reading”?
![Page 3: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/3.jpg)
Attentive readers gradually develop an understanding of what life might have been like in Imperial Russia as they are reading this book. That’s “real reading”.
How can we discover how readers accomplish this task? No reading researcher knows how to do this.
So in order to make any progress at all in learning about reading, reading researchers have had to investigate reading tasks that are simpler than comprehending all of The Brothers Karamazov.
![Page 4: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/4.jpg)
![Page 5: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/5.jpg)
Part of understanding how the reader comprehends this whole book is understanding how individual word recognition is achieved.
![Page 6: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/6.jpg)
If we knew how the reader accomplishes individual word recognition, we’d know a small part of what we need to know to understand how the reader comprehends The Brothers Karamazov.
![Page 7: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/7.jpg)
So: how does the reader accomplish individual word recognition?
![Page 8: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/8.jpg)
So: how does the skilled reader accomplish individual word recognition?
• By recognizing words via their overall shapes?
• NO; otherwise we would not be able to recognize a word whose shape we have never seen before, such as
TrEe
![Page 9: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/9.jpg)
So: how does the skilled reader accomplish individual word recognition?
• By using some of the letters of a word to guess the other letters?
• NO; because words whose letters are easily guessed from other letters, such as
HIGH
are no easier to read than words where such guessing can’t be done, such as
BEAT
![Page 10: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/10.jpg)
So: how does the skilled reader accomplish individual word recognition?
• By using some of the words in the paragraph to guess other words?
• NO; because such guessing can’t be done.
(every fifth word deleted and so needs to be guessed from context)
![Page 11: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/11.jpg)
So: how does the skilled reader accomplish individual word recognition, and other basic reading tasks?
.
![Page 12: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/12.jpg)
The basic approach
![Page 13: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/13.jpg)
• Therefore, to become a skilled reader the child needs to learn all of these subskills.
• So if a child has a problem in learning any of these subskills, learning to read will not proceed normally.
• Therefore it must be true that children’s reading difficulties will come in various different forms, depending on which subskill the child is having difficulty learning.
• Reading is not a single mental process. It depends on many different mental subskills. Some of these are:
• letter recognition • word recognition • knowledge of letter-sound rules • word comprehension
and there are others, of course.
The basic approach:
![Page 14: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/14.jpg)
• Children’s reading difficulties will come in various different forms, depending on which subskill the child is having difficulty learning.
• If so, we won’t be able to make sense of children’s reading difficulties unless we know what these subskills are.
• What are the various mental subskills that skilled readers possess that allow them to be skilled readers?
• This set of mental subskills I will refer to as the READING SYSTEM. What is this system like?
Understanding children’s reading difficulties
![Page 15: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/15.jpg)
The Reading System of skilled readers:What is it like?
![Page 16: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/16.jpg)
Two ways of reading aloud
![Page 17: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/17.jpg)
regular irregular
TROUT YACHT
RUB SEW
MEET AUNT
DOOM BLOOD
A crucial distinction: regular vs irregular words
![Page 18: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/18.jpg)
word nonword
TROUT TROOM
RUB REET
MEET MUB
DOOM HOUT
Another crucial distinction: nonwords vs words
![Page 19: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/19.jpg)
Two ways of reading aloud
fails fornonwords
errs forirregulars
![Page 20: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/20.jpg)
FIRST IDEA• Irregular words like YACHT can only be read aloud via the dictionary lookup system; • skilled readers can read irregular words aloud; • therefore skilled readers possess the dictionary lookup procedure for reading aloud
SECOND IDEA• Nonwords like TROOM can only be read aloud via letter-sound rules; • skilled readers can read nonwords aloud;• therefore skilled readers possess the letter-sound rule procedure for reading aloud
The reading system: two elementary ideas
![Page 21: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/21.jpg)
The reading system: a little more sophistication
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
Elaboration of the dual route model of reading
![Page 22: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/22.jpg)
The reading system: a little more sophistication
• Skilled readers possess all five of these subskills• A child who is having difficulty in acquiring any one of these subskills will have a reading difficulty
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
Elaboration of the dual route model of reading
![Page 23: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/23.jpg)
The reading system: some of its developmental
difficulties
![Page 24: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/24.jpg)
The reading system: some of its developmentaldifficulties
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
Hyperlexia: a developmental difficulty in acquiring wordmeanings (often seen in autism). Will affect readingcomprehension but not reading aloud
![Page 25: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/25.jpg)
The reading system: some of its developmentaldifficulties
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
Developmental dyspraxia of speech: a developmental difficulty in speech production. Will affect readingaloud but not reading comprehension.
![Page 26: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/26.jpg)
The reading system: some of its developmentaldifficulties
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
Developmental dyspraxia of speech:
Hyperlexia
Although both affect reading in some way, they also affectspoken language, so are not specific reading difficulties.
![Page 27: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/27.jpg)
The reading system: specific reading difficulties
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
If a developmental difficulty is specific to reading, it would have to affect only the greencomponents here - one or more of them.
Semantics
![Page 28: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/28.jpg)
The reading system: one specific reading difficulty
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
What would this child’s reading be like?
Semantics
• Nonwords √• Regular words √• Irregular words X
“Developmental surface dyslexia”
![Page 29: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/29.jpg)
The reading system: another specific reading difficulty
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
What would this child’s reading be like?
Semantics
• Nonwords X• Regular words √• Irregular words √
“Developmental phonological dyslexia”
![Page 30: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/30.jpg)
The normal course of learning to read
![Page 31: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/31.jpg)
As children learn to read, they generally go through these four stages:
• Develop a small sight vocabulary, then • Learn how to sound out, then • Use sounding out to build up a bigger sight vocabulary, then eventually • Give up sounding out so as to become a fast and fluent reader.
The normal course of learning to read: an overview.
![Page 32: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/32.jpg)
The normal course of learning to read: a little more detail.
As children learn to read, they generally go through these four stages:
• Develop a small sight vocabulary
elephant
yellow
“Why?” “It’s the long one”
“Why?” “It’s got two sticks”
At this stage, children are not using letters to read, but gross visual features. They don’t have a Reading System yet.
“television”
“balloon”
![Page 33: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/33.jpg)
The normal course of learning to read.
As children learn to read, they generally go through these four stages:
• Develop a small sight vocabulary, then • Learn how to sound out
A seven-year-old child may have a sight vocabularyof perhaps 50 words, but an auditory vocabulary ofperhaps 10,000 words
So it will constantly be the case that such children will be seeing words in print that they have never seenbefore but which they’d instantly recognise if they heard the word.
A crucial fact:
![Page 34: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/34.jpg)
A seven-year-old child may have a sight vocabularyof perhaps 50 words, but an auditory vocabulary ofperhaps 10,000 words
So it will constantly be the case that such children will be seeing words in print that they have never seenbefore but which they’d instantly recognise if they heard the word.
A crucial fact:
What a huge help it would be if these children couldpronounce these unfamiliar words to themselves.That would allow them to use their large auditoryvocabularies to recognise the words.
That’s the reason why sounding-out is so important.
![Page 35: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/35.jpg)
The normal course of learning to read.
As children learn to read, they generally go through these four stages:
• Develop a small sight vocabulary, then • Learn how to sound out, then • Use sounding out to build up a bigger sight vocabulary.
Sounding out is a crucial aid to building up a big sightvocabulary. Nevertheless, the child must eventuallygive it up, because:
• It makes reading very slow• It cause confusion between SAIL and SALE• It fails for irregular words
![Page 36: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/36.jpg)
The normal course of learning to read.
As children learn to read, they generally go through these four stages:
• Develop a small sight vocabulary, then • Learn how to sound out, then • Use sounding out to build up a bigger sight vocabulary, then eventually • Give up sounding out so as to become a fast and fluent reader.
![Page 37: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/37.jpg)
• Assessment of basic reading difficulties
![Page 38: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/38.jpg)
The reading system: overview of assessment
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
reading irregular words
RANE/RAIN test
reading nonwords
RANE/HANE test
picture-wordmatching
picturenaming
letter naming
A
a e
letter sounding
![Page 39: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/39.jpg)
The reading system: assessment
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
Three ways of testing letter identification:• Letter naming• Letter sounding• Cross-case matching
Aa e
![Page 40: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/40.jpg)
The reading system: assessment
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
Two ways of testing letter-sound rule application:• Reading nonwords aloud• RANE HANE: which sounds like a word?
![Page 41: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/41.jpg)
The reading system: assessment
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
One way of testing visual word recognition:• RANE RAIN: which is the real word?
![Page 42: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/42.jpg)
The reading system: assessment
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
• Reading irregular words aloud needs ALL THREE of these subskills• So a child who is normal on this task is normal on all three of these subskills
![Page 43: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/43.jpg)
REGULAR WORDS IRREGULAR WORDS NONWORDS
bed good norffree friend rinthand give delkluck eye aspychicken head bafttake wolf spatchneed work dricklong pretty hestdrop shoe brinthmarket come frampmist blood goptail island bicklife break peefmiddle bowl grentyplant sure stendlepump iron tapplecord soul farlnavy ceiling pitewedding lose seldentbrandy choir borpchance cough brennetmarsh yacht gurvecheck routine cratflannel brooch borilstench tomb bleanercontext bouquet gantennerve gauge tropecurb meringue pofeweasel colonel doashperil pint peng
Macquarie Online Testing Interface: MOTIf
To be discussed in a later session
![Page 44: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/44.jpg)
The reading system: overview of assessment
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Semantics
reading irregular words
picture-wordmatching
picturenaming
RANE/RAIN test
reading nonwords
RANE/HANE test
letter naming
letter sounding
A
a e
![Page 45: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/45.jpg)
Case studies of two types ofdifficulty in learning to read.
![Page 46: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/46.jpg)
Case JF
![Page 47: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/47.jpg)
Case JF
![Page 48: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/48.jpg)
JF: developmental phonological dyslexia
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Specific difficulty in acquiring the letter-sound reading route
Semantics
Was successfully treated with a systematic phonicsapproach (“From Alpha to Omega”)
![Page 49: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/49.jpg)
• Aged 9 • IQ 141(Verbal 130, Performance 142) (That is in the top 1% of people). • His reading was only in the 38th percentile • His spelling was only in the 12th percentile.• Both parents professionals, and highly literate. • His two siblings were good readers • Every other child in his class had learned to read well• M.I.'s spoken language was good and there was no history of neurological disorder
Case MI
![Page 50: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/50.jpg)
• Regular words 26/30 correct
• Nonwords 26/30 correct
• Irregular words 8/30 correct
• Note how good he is at reading nonwords (above average for 9 year olds, which is 24/30) and how bad he is at reading irregular words (9 year olds average 22/30 correct).
• Most of his misreadings of irregular words were the pronunciations that the rules prescribe.
MI reading aloud
![Page 51: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/51.jpg)
MI reading aloud irregular words: some examples
island “iz-land”
break “breek”
quay “kway”
yacht “yatched”
shoe “show”
All of these are examples of using letter-sound rules toread aloud, rather than whole-word recognition.
![Page 52: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/52.jpg)
MI: Developmental surface dyslexia
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Specific difficulty with visual word recognition, i.e.,abnormally small sight vocabulary
Semantics
Thus many words that should be recognised are not; so MI can only read these via letter-sound rules.
![Page 53: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/53.jpg)
MI: Developmental surface dyslexia
.
speech
Letter identification
Letter-soundrule application
Visual wordrecognition
Spoken word production
Why has MI been unable to develop an adequatesight vocabulary?
Semantics
![Page 54: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/54.jpg)
MI: Developmental surface dyslexia
Why has MI been unable to develop an adequatesight vocabulary?
Phonology?• MI normal at judging whether words rhyme• MI normal at phoneme deletion (“polmex”->“olmex”)
![Page 55: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/55.jpg)
MI: Developmental surface dyslexia
Why has MI been unable to develop an adequatesight vocabulary?
Phonology? No
Visual memory impairment?
• Visual recognition memory test• Benton visual retention test• Visual sequential memory test
![Page 56: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/56.jpg)
MI: Visual recognition memory
Visual recognition memory for words:MI sees 50 words, then sees word pairs and has to saywhich member in each pair he was shown before.
Visual recognition memory for faces:MI sees 50 unfamiliar faces, then sees face pairs andhas to say which member in each pair he was shownbefore.
• 47/50 correct (normal for adults)
• 45/50 correct (normal for adults)
So no problem there.
![Page 57: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/57.jpg)
MI: Benton visual retention test
![Page 58: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/58.jpg)
MI: Benton visual retention test
MI: 10/10 correct (in superior range of adult scores)
![Page 59: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/59.jpg)
Visual sequential memory test
)(
“See these?”
![Page 60: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/60.jpg)
Visual sequential memory test
)(
“See what I’ve made?”
![Page 61: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/61.jpg)
Visual sequential memory test
)(
“Now you do it”
![Page 62: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/62.jpg)
Visual sequential memory test
)(
“See these?”
![Page 63: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/63.jpg)
MI: Visual sequential memory test
)(
“See what I’ve made?”
![Page 64: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/64.jpg)
MI: Visual sequential memory test
)(
“Now you do it”
![Page 65: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/65.jpg)
MI: Visual sequential memory test
Score: 99th percentile(i.e. a higher score than 99% of adults)
![Page 66: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/66.jpg)
MI: Developmental surface dyslexia
Why has MI been unable to develop an adequatesight vocabulary?
Phonology? No
Visual memory impairment? No
Answer:We haven’t the faintest idea
![Page 67: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/67.jpg)
Some rarer kinds of dyslexias
Visual discomfort: letters jump around on the page, reading is very tiring, headaches, nausea.
Letter position dyslexia: board read as “broad”.
Attentional dyslexia: cat mop read as “mat cop”
Neglect dyslexia: reading errors typically on just one side of the word
![Page 68: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/68.jpg)
What about spelling?
![Page 69: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/69.jpg)
What about spelling?
• Exactly the same story
• Spelling depends upon two routes:A dictionary lookup route (irregular words)A rule-based route (unfamiliar words)
• Children can be having spelling difficulties with just one of these routes
• Both types of spelling difficulty are treatable
![Page 70: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/70.jpg)
What about treatment?
![Page 71: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/71.jpg)
Treatment Case Study 1(spelling): MC
Reading: fairly good
Spelling: extremely bad.
So intervention focussed on spelling
![Page 72: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/72.jpg)
1. MC shown a flash card with an irregular word on it.
2. He copied the word.
3. The word was taken away and he wrote it 10 seconds later
4. Then he wrote it to dictation
5. His parents gave him practice at home in writing the words to dictation
222 irregular words chosen and divided into 3 equal sets
For set 1:
Set 2 and set 3 words acted initially as controls
![Page 73: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/73.jpg)
And we design the treatment regime so that we can determine whether or not the treatment actually works . . .
![Page 74: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/74.jpg)
0
10
20
30
40
50
60
70
80
90
100
Firstly, pretest spelling of all words
Set 3 words
Set 2 words
Set 1 words
![Page 75: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/75.jpg)
0
10
20
30
40
50
60
70
80
90
100
The three sets are equally difficult
Set 3 words
Set 2 words
Set 1 words
![Page 76: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/76.jpg)
0
10
20
30
40
50
60
70
80
90
100
Is there improvement over time without treatment? Do a second baseline
Set 3 words
Set 2 words
Set 1 words
![Page 77: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/77.jpg)
0
10
20
30
40
50
60
70
80
90
100
Is there improvement over time without treatment? No.
Set 3 words
Set 2 words
Set 1 words
![Page 78: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/78.jpg)
0
10
20
30
40
50
60
70
80
90
100
OK. Begin treatment - JUST SET 1 ITEMS
Set 3 words
Set 2 words
Set 1 words
![Page 79: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/79.jpg)
0
10
20
30
40
50
60
70
80
90
100
Set 1 (treated) items improve greatly.
Set 3 words
Set 2 words
Set 1 words
![Page 80: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/80.jpg)
0
10
20
30
40
50
60
70
80
90
100
Set 1 (treated) items improve greatly.
SIGNIFICANT IMPROVEMENT IN SETS 2 & 3 Set 3 words
Set 2 words
Set 1 words
![Page 81: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/81.jpg)
0
10
20
30
40
50
60
70
80
90
100
Stop treating set 1 items. Treat Set 2 items.
Set 3 words
Set 2 words
Set 1 words
![Page 82: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/82.jpg)
0
10
20
30
40
50
60
70
80
90
100
Set 2 (treated) items improve greatly.
Set 3 (untreated) items improve furtherSet 3 words
Set 2 words
Set 1 words
![Page 83: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/83.jpg)
0
10
20
30
40
50
60
70
80
90
100
Now treat Set 3 items
Set 3 words
Set 2 words
Set 1 words
![Page 84: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/84.jpg)
0
10
20
30
40
50
60
70
80
90
100
Set 3 items improve greatly
Set 3 words
Set 2 words
Set 1 words
![Page 85: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/85.jpg)
0
10
20
30
40
50
60
70
80
90
100
How long-lasting are these improvements? Stop all treatment.
Set 3 words
Set 2 words
Set 1 words
![Page 86: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/86.jpg)
0
10
20
30
40
50
60
70
80
90
100
Two months later
Set 3 words
Set 2 words
Set 1 words
![Page 87: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/87.jpg)
0
10
20
30
40
50
60
70
80
90
100
Four months later
Set 3 words
Set 2 words
Set 1 words
![Page 88: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/88.jpg)
![Page 89: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/89.jpg)
60 words were trained
Half of the words got practice with feedback PLUS a mnemonic cue
The other half got practice with feedback only
Treatment study 2: Reading.TJ: a mixed dyslexic with almost no phonic knowledge and very limited sight vocabulary. Latter problem targeted.
![Page 90: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/90.jpg)
Brunsdon, Hannan, Coltheart & Nickels, 2002
![Page 91: Understanding children’s reading and spelling difficulties Max Coltheart](https://reader036.vdocument.in/reader036/viewer/2022070409/568144c8550346895db19095/html5/thumbnails/91.jpg)
• The basic approach
• The Reading System of skilled readers: What is it like?
• The reading system: some of its developmental difficulties
• The normal course of learning to read
• Case studies of two types of difficulty in learning to read.
• Examples of treatments for reading and spelling
• Assessment of basic reading difficulties
Overview
• All of this applies just as much to spelling.