Source: https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-4-modelling-reading-acquisition

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [A Level](https://senecalearning.com/en-gb/revision-notes/a-level.md) › [English Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language.md) › [AQA](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa.md) › Modelling Reading Acquisition

# Modelling Reading Acquisition

English Language: AQA A Level, topic 2.3.4

## Frith’s Model

Many linguists have tried to model the stages and process a child goes through when they are learning to read. A few of the main ones are __Frith’s__ model, __Ehri’s__ model, __Chall’s__ model.

### Logographic stage

![Logographic stage](https://image-v2.cdn.app.senecalearning.com/2018-07/f94ca99e-2d75-4ec4-8b2d-ee2b333d89b4/Resolution-Numbers-Words-Complicated.jpg)

- At this stage, the child is chiefly concerned with graphemes as visual objects which they are able to recognise by sight (as they would recognise what a chair is from what it looks like). 
- As such, they will first learn that image of a word represents a thing.

### Example

![Example](https://image-v2.cdn.app.senecalearning.com/2018-09/4f30056e-a649-4336-ab08-8f618b345d9f/writing-.jpg)

- For example, they will probably recognise their own name written down. 
- At this point, letters aren’t seen as individual and combinations as making sounds.

### Alphabetic stage

![Alphabetic stage](https://image-v2.cdn.app.senecalearning.com/2018-10/62f31093-6b96-445a-b262-a4139808d346/once-upon-a-time-story-writing-.jpg)

- At this stage, the child starts to differentiate between words and other symbols and as a result, develops the concept of letters and sounds having a relationship. 
- The child learns some phoneme-grapheme correspondence and the ability to combine sounds in order to form words.

### Alphabetic stage cont.

![Alphabetic stage cont.](https://image-v2.cdn.app.senecalearning.com/2018-08/6d7fe50e-aa04-4d01-bd49-dfc166bdd9b3/parents-child-swing.jpg)

- They acquire knowledge of letter order and phonological factors affecting pronunciation. 
- They begin to decode words they are unfamiliar with. 
- Some linguists have said that the child can do this as part of their natural development, but most agree that this comes from exposure to reading and other literacy activities.

### Orthographic stage

![Orthographic stage](https://image-v2.cdn.app.senecalearning.com/2018-10/ffc56c8a-1b30-4252-9156-6e407fe8ec32/bookends-books-shelf-book-.jpg)

- At this stage, the child does not need to phonologically recode very much, but can, more often than not, recognise the word and its meaning (from their internal lexicon). 
- When they are repeatedly exposed to the same sequence of graphemes, they store their knowledge of the word in an orthographic and phonological lexicon to save time phonologically decoding the word each time.

### Challenges

![Challenges](https://image-v2.cdn.app.senecalearning.com/2018-09/c4db5f57-ead7-4712-8b1f-a58f7f227e75/alphabet-letters.jpg)

- This theory is challenged as dyslexic children struggle with the alphabetic stage and often move straight onto the orthographic stage which delays the reading process.
-  A possible alternative is found in Ehri’s model.

## Ehri’s Model

Many linguists have tried to model the stages and process a child goes through when they are learning to read. A few of the main ones are __Frith’s__ model, __Ehri’s__ model, __Chall’s__ model.

### 1. Pre-alphabetic phase

![1. Pre-alphabetic phase](https://image-v2.cdn.app.senecalearning.com/2018-09/73d35e89-2ebd-4dbd-a75a-18d839fe0b06/brain-1845962_1920.jpg)

- Words are read through memorisation or from guess based on context.

### 2. Partial-alphabetical phase

![2. Partial-alphabetical phase](https://image-v2.cdn.app.senecalearning.com/2018-09/dcc6f279-4a86-4132-bf37-e8a043c1984c/baby-blocks-925017_1280.jpg)

- Some letters are known and their respective phonemes are learned – words are learned by sight in relation to context.

### 3. Full-alphabetic phase

![3. Full-alphabetic phase](https://image-v2.cdn.app.senecalearning.com/2018-03/61743343-e6b8-43d5-be9f-2e6642c540d2/shutterstock_213758341.jpg)

- There is extensive knowledge of phoneme-grapheme correspondence and unfamiliar words can be decoded and store these in their memory post-analysis.

### 4. Consolidated-alphabetical phase

![4. Consolidated-alphabetical phase](https://image-v2.cdn.app.senecalearning.com/2018-09/790be915-4e2b-404d-ad04-35c8084ff15e/girl-80327_1920.jpg)

- Larger words and differing phonemes and meanings are learned (awareness of homophones etc here too).

### Challenges

![Challenges](https://image-v2.cdn.app.senecalearning.com/2018-12/ba3eab6c-29f7-4238-b256-729e14fee915/girl-book-school-.jpg)

- __Beech__ challenges __Ehri’s__ model by saying that it is unclear whether a child progresses from one phase to the other or whether a child can be in 2+ phases at the time.

## Chall’s Model

Many linguists have tried to model the stages and process a child goes through when they are learning to read. A few of the main ones are __Frith’s__ model, __Ehri’s__ model, __Chall’s__ model.

### Stage 0

![Stage 0](https://image-v2.cdn.app.senecalearning.com/2018-09/c4db5f57-ead7-4712-8b1f-a58f7f227e75/alphabet-letters.jpg)

- Stage 0: pre-reading (pseudo reading) - up to 6 years:
  - Mock reading – will repeat what has been previously read to them.
  - Can name letters of the alphabet.
  - Reliant on images.

### Stage 1

![Stage 1](https://image-v2.cdn.app.senecalearning.com/2018-07/cd7f57d3-e83e-40a3-b66c-a8d152b4d610/christian.boy.jpg)

- Stage 1: initial reading and decoding – 6 to 7 years:
  - Learns that there is a relationship between letters and sounds.
  - Simple texts with high frequency words and words with phoneme-grapheme correspondence can be read.
  - Monosyllabic words can be ‘sounded out’.

### Stage 2

![Stage 2](https://image-v2.cdn.app.senecalearning.com/2018-09/bd3e7ad2-013a-4a59-9217-558f8dcd6439/book-1822474_1920.jpg)

- Stage 2: Confirmation and fluency – 7 to 8 years:
  - Simple and familiar stories can be read – this will be increasing fluent.
  - Decoding ability improves.
  - Number of words than can be read by sight improves.
  - Awareness of context improves.

### Stage 3

![Stage 3](https://image-v2.cdn.app.senecalearning.com/2018-11/ad81c47c-17cb-417e-b8d7-194844893932/magazine-read-.jpg)

- Stage 3: reading to learn – 8 to 14 years:
  - Reading is used to acquire knowledge.
  - Experience of new feelings.
  - Learn new attitudes.
  - Generally, one point of view.

### Stage 4

![Stage 4](https://image-v2.cdn.app.senecalearning.com/2018-08/341ac5c1-ebb8-4a5f-9185-2bc4645d61e3/the-girl-in-the-cafe-reading-news-bbc-on-a-laptop_vn7gqm8ie__F0000.png)

- Stage 4: multiple viewpoints – 14 to 18 years:
  - Reading is done widely through a large range of material (often complex material, too).
  - Descriptive, informative and narrative texts are read.
  - Different views are encountered.

### Stage 5

![Stage 5](https://image-v2.cdn.app.senecalearning.com/2018-09/86f41844-219d-4d5d-9f5d-8769467e10f9/read-pray-hebrew-.jpg)

- Stage 5: Construction and reconstruction – 18 years plus:
  - Reading is done for the reader’s needs – this may be personal or professional.
  - All about the integration of knowledge that you hold with the knowledge that others hold – synthesis.
  - Rapid and efficient.

## Test yourself on Modelling Reading Acquisition

- At which stage does Frith believe that children acquire knowledge of letter order and phonological factors affecting pronunciation?
- The Stages of Ehri’s Model
- In which stage of Ehri's model are words read through memorisation or from guess based on context?
- At what age does each stage of Chall's model occur?
- The Stages of Chall's Model

[Practise this topic for free](https://app.senecalearning.com/classroom/course/1e248169-fb0c-4ca7-9692-7c46f316728b/section/b438b70b-5c56-4f1d-9d3f-1ba6e4a0010f/session)

- Previous topic: [2.3.3 Debates in Reading](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-3-debates-in-reading.md)
- Next topic: [2.3.5 Other Reading Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-5-other-reading-theories.md)

## English Language: AQA A Level contents

### 1 Language Levels
- 1.1 Assessment Objectives
  - [1.1.1 Assessment Objectives](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-1-1-assessment-objectives.md)
- 1.2 Lexis
  - [1.2.1 Introduction](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-1-introduction.md)
  - [1.2.2 Common, Proper, Abstract & Concrete Nouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-2-common-proper-abstract-and-concrete-nouns.md)
  - [1.2.3 Collective Nouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-3-collective-nouns.md)
  - [1.2.4 Adjectives](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-4-adjectives.md)
  - [1.2.5 Main, Auxiliary & Copular Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-5-main-auxiliary-and-copular-verbs.md)
  - [1.2.6 Dynamic & Stative Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-6-dynamic-and-stative-verbs.md)
  - [1.2.7 Transitive, Intransitive, Active & Passive Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-7-transitive-intransitive-active-and-passive-verbs.md)
  - [1.2.8 Mood of Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-8-mood-of-verbs.md)
  - [1.2.9 Adverbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-9-adverbs.md)
  - [1.2.10 Personal, Possessive & Reflexive Pronouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-10-personal-possessive-and-reflexive-pronouns.md)
  - [1.2.11 Relative & Demonstrative Pronouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-11-relative-and-demonstrative-pronouns.md)
  - [1.2.12 Determiners](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-12-determiners.md)
  - [1.2.13 Conjunctions](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-13-conjunctions.md)
  - [1.2.14 Synonyms, Antonyms & Phonological Features](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-14-synonyms-antonyms-and-phonological-features.md)
  - [1.2.15 End of Topic Test - Lexis](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-15-end-of-topic-test-lexis.md)
- 1.3 Grammar
  - [1.3.1 Morphology](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-1-morphology.md)
  - [1.3.2 Clauses](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-2-clauses.md)
  - [1.3.3 Phrases](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-3-phrases.md)
  - [1.3.4 Present Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-4-present-tense.md)
  - [1.3.5 Past Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-5-past-tense.md)
  - [1.3.6 Future Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-6-future-tense.md)
  - [1.3.7 End of Topic Test - Grammar](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-7-end-of-topic-test-grammar.md)
- 1.4 Semantics & Pragmatics
  - [1.4.1 Semantics](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-4-1-semantics.md)
  - [1.4.2 Pragmatics](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-4-2-pragmatics.md)
- 1.5 Discourse Structure, Graphology & Orthography
  - [1.5.1 Discourse Structure](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-1-discourse-structure.md)
  - [1.5.2 Graphology & Orthography](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-2-graphology-and-orthography.md)
  - [1.5.3 End of Topic Test - Semantics, Graphology etc.](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-3-end-of-topic-test-semantics-graphology-etc.md)

### 2 Language, The Individual & Society
- 2.1 Children’s Language Development
  - [2.1.1 The Exam](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-1-the-exam.md)
  - [2.1.2 Phonemes, Vocal Tract & Articulation](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-2-phonemes-vocal-tract-and-articulation.md)
  - [2.1.3 Writing About Phonemes](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-3-writing-about-phonemes.md)
  - [2.1.4 Phonological Simplification](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-4-phonological-simplification.md)
  - [2.1.5 A Child's First Year & Consonant Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-5-a-childs-first-year-and-consonant-acquisition.md)
  - [2.1.6 Beginning Stages of Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-6-beginning-stages-of-language.md)
  - [2.1.7 Lexical Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-7-lexical-development.md)
  - [2.1.8 Stages of Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-8-stages-of-development.md)
  - [2.1.9 End of Topic Test - Child Language Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-9-end-of-topic-test-child-language-development.md)
- 2.2 Children's Language Development - Theories
  - [2.2.1 Behaviourism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-1-behaviourism.md)
  - [2.2.2 Interactionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-2-interactionism.md)
  - [2.2.3 Challenging Interactionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-3-challenging-interactionism.md)
  - [2.2.4 Nativism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-4-nativism.md)
  - [2.2.5 Nativism - Exam Answer](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-5-nativism-exam-answer.md)
  - [2.2.6 Cognitivism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-6-cognitivism.md)
  - [2.2.7 Social Constructionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-7-social-constructionism.md)
  - [2.2.8 Writing About Spoken Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-8-writing-about-spoken-acquisition.md)
  - [2.2.9 End of Topic Test - Development Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-9-end-of-topic-test-development-theories.md)
- 2.3 Literacy Development: Reading
  - [2.3.1 Introduction](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-1-introduction.md)
  - [2.3.2 Phonics vs Whole Word](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-2-phonics-vs-whole-word.md)
  - [2.3.3 Debates in Reading](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-3-debates-in-reading.md)
  - [2.3.4 Modelling Reading Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-4-modelling-reading-acquisition.md)
  - [2.3.5 Other Reading Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-5-other-reading-theories.md)
  - [2.3.6 End of Topic Test - Reading](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-6-end-of-topic-test-reading.md)
- 2.4 Literacy Development: Writing
  - [2.4.1 Orthography](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-1-orthography.md)
  - [2.4.2 Kroll's Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-2-krolls-theory.md)
  - [2.4.3 Barclay's Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-3-barclays-theory.md)
  - [2.4.4 Creativity vs Accuracy](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-4-creativity-vs-accuracy.md)
  - [2.4.5 Other Writing Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-5-other-writing-theories.md)
  - [2.4.6 The Exam](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-6-the-exam.md)
  - [2.4.7 End of Topic Test - Writing](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-7-end-of-topic-test-writing.md)

### 3 Language Diversity & Change
- 3.1 The Importance of Gendered Language
  - [3.1.1 Writing About Gender](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-1-writing-about-gender.md)
  - [3.1.2 Dominance Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-2-dominance-theory.md)
  - [3.1.3 Interruptions - Zimmerman & West](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-3-interruptions-zimmerman-and-west.md)
  - [3.1.4 Deficit Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-4-deficit-theory.md)
  - [3.1.5 Difference Model](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-5-difference-model.md)
  - [3.1.6 Difference Model - Men](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-6-difference-model-men.md)
  - [3.1.7 Diversity Model](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-7-diversity-model.md)
  - [3.1.8 End of Topic Test - Gendered Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-8-end-of-topic-test-gendered-language.md)
- 3.2 Social Groups
  - [3.2.1 Writing About Social Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-1-writing-about-social-groups.md)
  - [3.2.2 Social Class](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-2-social-class.md)
  - [3.2.3 Social Class 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-3-social-class-2.md)
  - [3.2.4 Age](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-4-age.md)
  - [3.2.5 Age - Teen Speak](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-5-age-teen-speak.md)
  - [3.2.6 Milroy’s Belfast Study](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-6-milroys-belfast-study.md)
  - [3.2.7 Labov’s Martha’s Vineyard Study](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-7-labovs-marthas-vineyard-study.md)
  - [3.2.8 End of Topic Test - Social Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-8-end-of-topic-test-social-groups.md)
- 3.3 Occupational Groups
  - [3.3.1 Writing About Occupational Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-1-writing-about-occupational-groups.md)
  - [3.3.2 Jargon](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-2-jargon.md)
  - [3.3.3 Conversations](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-3-conversations.md)
  - [3.3.4 Hierarchy & Power](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-4-hierarchy-and-power.md)
  - [3.3.5 End of Topic Test - Occupational Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-5-end-of-topic-test-occupational-groups.md)
- 3.4 Accents & Dialects
  - [3.4.1 Writing About Accent & Dialect](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-1-writing-about-accent-and-dialect.md)
  - [3.4.2 Introduction to Accents & Dialects](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-2-introduction-to-accents-and-dialects.md)
  - [3.4.3 Accents - Matched Guide Experiment](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-3-accents-matched-guide-experiment.md)
  - [3.4.4 Accents - Received Pronunciation & Brummie](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-4-accents-received-pronunciation-and-brummie.md)
  - [3.4.5 Dialects - Dialectal Variations](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-5-dialects-dialectal-variations.md)
  - [3.4.6 Accent & Dialect Case Study - London](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-6-accent-and-dialect-case-study-london.md)
  - [3.4.7 End of Topic Test - Accents & Dialects](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-7-end-of-topic-test-accents-and-dialects.md)
- 3.5 Language Change
  - [3.5.1 Writing About Language Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-1-writing-about-language-change.md)
  - [3.5.2 Modelling Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-2-modelling-change.md)
  - [3.5.3 Modelling Change 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-3-modelling-change-2.md)
  - [3.5.4 Lexical Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-4-lexical-change.md)
  - [3.5.5 Semantic Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-5-semantic-change.md)
  - [3.5.6 End of Topic Test - Language Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-6-end-of-topic-test-language-change.md)
- 3.6 History of English
  - [3.6.1 Old English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-1-old-english.md)
  - [3.6.2 Old English 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-2-old-english-2.md)
  - [3.6.3 Middle English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-3-middle-english.md)
  - [3.6.4 Middle English 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-4-middle-english-2.md)
  - [3.6.5 Early Modern English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-5-early-modern-english.md)
  - [3.6.6 Late Modern English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-6-late-modern-english.md)
  - [3.6.7 Present Day English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-7-present-day-english.md)
  - [3.6.8 Global English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-8-global-english.md)
  - [3.6.9 American English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-9-american-english.md)
  - [3.6.10 Modelling Global English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-10-modelling-global-english.md)
  - [3.6.11 End of Topic Test - History of English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-11-end-of-topic-test-history-of-english.md)