2.3.5

Other Reading Theories

Test yourself on Other Reading Theories

Test your knowledge with free interactive questions on Seneca — used by over 10 million students.

Other Reading Theories (1)

This next set of theories do not fit perfectly into any of the other sections but are still very useful for analysing and evaluating the question and data you may encounter in the examination.

__Clay__

Clay

Clay says that when they are reading, children will notice mistakes that they make if they don’t fit with the rest of the text (and doesn’t make sense) – in this instance, the child will go back and repair what they said.

Making links

Making links

You can link this when looking at books for children – the books for the younger learners will have a more predictable linguistic structure and as the reader becomes more advanced, the books become less predictable.
You could link this to Goodman’s theory about the confirmation or rejection of a hypothesis when reading.

__Perfetti__

Perfetti

Perfetti believes that reading is first and foremost about increasing the amount of words the child understands.
From this, he argues, children learn patterns of phoneme-grapheme correspondence.
Following this, the child then learns to accept or reject certain patterns in certain words.

__Perfetti__ cont.

Perfetti cont.

For example, the child may accept that the digraph in ‘ghost’ is pronounced as /g/ and reject it in something like ‘cough’.
As a result, competency can come before comprehension in some cases (as the child may be able to say a word, but not know what it means).

Other Reading Theories (2)

This next set of theories don’t fit perfectly into any of the other sections, but are still very useful for analysing and evaluating the question and data in the exam!

__Hirsh-Pasek__

Hirsh-Pasek

Psychologist, Hirsh-Pasek’s research states that when a child learns to read, they first go through a stage of decoding, followed by looking at the whole word’s semantic meaning.
This is followed up with an understanding of the inferred and pragmatic meaning.

__Hirsh-Pasek__ cont.

Hirsh-Pasek cont.

Once this is developing, the child starts to gain an understanding of syntactic meaning.
Following this, the child then learns how to comprehend strings of syntactical units in a wider discourse.

Vocabulary and interaction

Vocabulary and interaction

In addition, Hirsh-Pasek believes that reading enriches the spoken language because it expands vocabulary and explores words in new and different contexts and it encourages interaction with caregivers (‘what does this word mean, mummy?’).

__Gough and Hillinger__

Gough and Hillinger

Gough and Hillinger say that children go through two key stages in reading:
- The first being ‘early visual association’.
- The second being ‘decoding’.
You should be able to link this to many of the other theories.

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Jump to other topics

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Practice questions on Other Reading Theories

Can you answer these? Test yourself with free interactive practice on Seneca — used by over 10 million students.

1
Perfetti's reading theory: Fill in the list
2
__Clay__ can be linked to who's theory about the confirmation or rejection of a hypothesis when reading?Multiple choice
3
__Gough and Hillinger__ say that children go through two key stages in reading:Fill in the list
4
Hirsh-Pasek's Progression of Childhood Reading DevelopmentPut in order
5
Hirsh-Pasek's progression of childhood reading development:Fill in the list

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Modelling Reading Acquisition

End of Topic Test - Reading