Assignment reading theory and practice

This can be proven in the fact that the development of decoding skills in the English language is less effective in comparison to other European orthographies. In order to investigate the reading acquisition, the assessments are usually done using simple non-word readings, familiar word reading, and assessing the letter of knowledge. This is usually done in English and other 12 orthographies. Reading acquisition is generally affected by complexities and inconsistencies in a language, like for the case of the English language. In comparison to English, other European languages have deep orthographies and show consistent grapheme-phenome correspondences. These are determined by the letter-sound knowledge (Ehri, 1992, 1997). Question 2 Why is speed an important factor in reading development The Simple View of Reading suggests that the comprehension of reading could be speculated by using the product of linguistic comprehension and decoding.

The tie-up between decoding and linguistic comprehension should be additive instead of multiplicative. When evaluating decoding in a Component Model, decoding is termed as a fundamental word-recognition skill. Sight Word Reading is a critical reading skill in word recognition. The Central Processing Hypothesis proposes that readers need to process information instead of responding to stimuli. The relationship comes because when reading, the comprehension could be predicted by evaluating the relationship between decoding and linguistic comprehension (Gouth & Turmer, 1986; Hoover & Gough 1990). The solution to prove which is active between additive or multiplicative relationship is yet to be solved. The simplified formula of the Component Model is represented as, R = D * C + S. its improvement increases when tested with more literate and educated people. Decoding is a basic necessity needed to fulfill the word recognition skill.

The slight word recognition skills a critical aspect of the word recognition skill. It can be proven that decoding is a crucial factor that builds slight word reading. That makes it a non-independent decoding skill (Ehri, 1998). Slight-word reading can be used to speed up the decoding process; represented as Slight-word Reading = Decoding + Speed. Perfetti (1985) proposed the formula: Reading comprehension = decoding language comprehension + X, where X is a small relative of the two other factors. The positive thing about the multiplicative formula is that it would prove the existence of potential non-readers theoretically. The additive method can identify the presence of poor readers. These are they whose skills cannot be regarded as sufficient. That means that the reading process can easily be predicted by the relationship between decoding and linguistic comprehension. Discuss two tasks that may be used to test morphological awareness In Morphological relatedness, children are presented with a pair of words and asked to identify the pair of words that are morphologically related.

Morphologically related word help children or students to choose among spellings of sound in a particular language. Once the tests are given to children, one will notice that children are not the same. Some children will understand faster while others are quite slow in understanding the task as well as interpretation (Kirby, 2004). That's why there is a need to repeat the task so that the other group of students can understand the task and do what they are told. The essential part of the population that need morphological awareness are the children. This is because they are the ones that mostly do not understand specific languages when they are young. Also, adults need morphological awareness, especially when they want to learn a new language. The two tasks in morphological awareness, as discussed above, are essential in testing.

The tests make children understand better (Carlisle, 2000). Morphological awareness not only helps students to learn how to read but to read fluently (Ben, 1995). In the past, children have been having a challenge of learning and understanding new languages. Nowadays, reading has developed due to morphological awareness. References Aaron, P. G. G. Wolf, M. Theoretical links among naming-speed, precise timing mechanisms, and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69–85. Carlisle, J. G. Katz, L. An examination of the ‘Simple View of Reading’. Yearbook of the National Reading Conference, 41, 169–176. Ehri,L. C. Learningtoreadandlearningtospellareoneandthesame,almost. InC. A. Perfetti,L. Bentin,S. Strategiesforvisualwordrecognitionandorthographical depth:Amultilingualcomparison. JournalofExperimentalPsychology:HumanPerceptio n andPerformance , 13, 104–115. Gough, P. B. McCleod, C. Hunt, E. Davidson, J. Information processing correlates of reading. Journal of Memory and Language, 24, 59–38. H. K. Foundationsoforthographicdevelopment. InC.

Perfetti,L. Newark, DE: International Reading Association.