COGS101 Lecture Notes - Lecture 1: Dyslexia, Logogram, Phonics

• School: Macquarie University
• Department: Cognitive Sciences
• Course: COGS101
• Professor: Anne Castle

Document Summary

Response to intervention for diagnosis: some of the children at the bottom of the distribution may be (cid:1688)instructional, casualties(cid:1689, we can identify these through a response to intervention model: Reading is not a single skill: consists of many separate skills, even at the level of reading single words, difficult to separate in fluent reading but apparent when reading fails. Stages of reading development: children go through different broad (cid:1688)phases(cid:1689) of reading acquisition as they learn different skills (ehri, 2005) Logographic phase (4 - 5yrs: based on visual cues, small sight vocabulary of known words. (cid:1688)macdonalds(cid:1689: often identified by salient graphic features. (cid:1688)yellow(cid:1689) has two tall sticks: can(cid:1685)t attempt unfamiliar words, as number of words increases, problems occur. Alphabetic phase (5 - 7 yrs: acquire (cid:1688)phonic(cid:1689) knowledge - sound out, attempt to pronounce words not seen before. E. g. (cid:1688)yatched(cid:1689) for (cid:1688)yacht(cid:1689: reading may feed back to spoken vocabulary.