2.3.5

Other Reading Theories

Test yourself

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.

Illustrative background for __Clay__Illustrative background for __Clay__ ?? "content

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.
Illustrative background for __Perfetti__Illustrative background for __Perfetti__ ?? "content

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.
Illustrative background for __Perfetti__ cont.Illustrative background for __Perfetti__ cont. ?? "content

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!

Illustrative background for __Hirsh-Pasek__Illustrative background for __Hirsh-Pasek__ ?? "content

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.
Illustrative background for __Hirsh-Pasek__ cont.Illustrative background for __Hirsh-Pasek__ cont. ?? "content

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.
Illustrative background for Vocabulary and interaction Illustrative background for Vocabulary and interaction ?? "content

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?’).
Illustrative background for __Gough and Hillinger__Illustrative background for __Gough and Hillinger__ ?? "content

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.

Jump to other topics

1Language Levels

1.1Assessment Objectives

1.1.1Assessment Objectives

1.2Lexis

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

1.3Grammar

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

1.4Semantics & Pragmatics

1.4.1Semantics

1.4.2Pragmatics

1.5Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure

1.5.2Graphology & Orthography

1.5.3End of Topic Test - Semantics, Graphology etc.

2Language, The Individual & Society

2.1Children’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

2.2Children'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

2.3Literacy 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

2.4Literacy 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

3Language Diversity & Change

3.1The 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

3.2Social 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

3.3Occupational 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

3.4Accents & 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

3.5Language 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

3.6History 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

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Modelling Reading Acquisition

End of Topic Test - Reading