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5 Dec, 5 tweets, 1 min read
Neuroimaging data make two important contributions to discussions of reading development...
1.Activation in younger readers primarily in the anterior and dorsal circuits involved in orthographic-phonological processing indicates that that when children begin to read their brains develop the circuitry to process the letter-sound mappings.The focus of phonics instruction.
2. Frost et al. (2007) suggest that children who can read accurately and fluently develop the neural circuitry to access whole-word forms through the ventral pathway.
This developmental pattern of initial activation in orthographic-phonological circuits followed by activation along the ventral route is compatible with a phonics approach to early instruction.
Letter-sound associations are taught and practised in order to develop fluent decoding skills that support the accurate and fast recognition of words.Therefore it appears that early phonics instruction is compatible with the development of reading circuits in the brain(Rayner2013

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The Reading Ape Profile picture
8 Nov
Much of the resistance to early schooling seems to be intertwined with the concept of reading readiness which became prevalent after Dolch and Bloomster’s (1937) study and Huey's (1902) recommendation that if a child were unable to read a text then it should not be read...
‘Its very difficulty is the child’s protection against what it is as yet unfitted for,’ (p.57).
‘Delay as a teaching technique’ (Anderson,1952) developed into common educational parlance with the belief that any reading difficulties encountered by the age of seven would be resolved by cognitive maturation.
Read 9 tweets
The Reading Ape Profile picture
2 Nov
Gough and Tunmer’s (1986) research developed into the influential ‘Simple View of Reading’, further modified by Hoover and Gough (1990), which drew three clear conclusions from the study.
Firstly, that the highly complex manifestation of reading comprehension can be atomised into two identifiable categories: the ability to decode text and the ability to comprehend language.
Decoding relates to an ability to decipher text accurately. Language comprehension, although not specific to reading, relates to domain knowledge, reasoning, imagining and interpretation (Kamhi, 2007).
Read 6 tweets
The Reading Ape Profile picture
20 Aug
So were the reading wars merely a misunderstanding...?
In 1886 James Cattle discovered that words could be read faster than individual letters. So, if we read words faster than letters why bother with the letters? Why bother with the alphabet, and why bother with phonics? Just concentrate on learning words...
This dovetailed beautifully with Gestalt theory (Wertheimer, 1924) which maintained behaviour was not determined by its individual elements but that, ‘the part processes are themselves determined by the intrinsic nature of the whole…’
Read 11 tweets
The Reading Ape Profile picture
12 Aug
Although the neuroimaging evidence indicates code-based instruction is appropriate for beginning readers the concern remains that SSP will not benefit children's reading stemming from the perceived irregularity of English spelling ( Kessler et al. 2003),
Kessler (2009) suggests that after learning to read, most children learn complex spelling patterns implicitly through exposure to print - but only once a high level of fluency has been attained. Code-based reading instruction contributes to these learning processes in many ways:
1. Establishes the alphabetic principle that provides a reason to attend to the letters in words (Ehri, 1992).
Read 7 tweets
The Reading Ape Profile picture
27 Jul
A long answer. Let us assume that schools are following a code emphasis approach to reading instruction and not a meaning emphasis model (whole language). This approach requires letter-sound correspondences to be taught in sequence to build mastery of the alphabetic principle...
It also assumes that pupils practice with controlled texts to build fluent decoding skills. Controlled text is written to maximise the use of words with the taught phonic patterns (Rayner et al. 2012) - decodable texts in other words.
Pupils initially work harder to decode texts word by word than to read text composed of memorised words. The letter by letter processing involved builds the high quality lexical representations needed to support quick and accurate reading (Perfetti, 1992).
Read 10 tweets
The Reading Ape Profile picture
4 Jul
They all cover it. They have to. But the depth of study and the expertise they promote in their trainees is at best variable and at worst cursory and confused. Bearing in mind we send a quarter of 11 year olds to secondary school below the expected reading standard...
...all new teachers should be experts, not only in phonics instruction with deep code instruction knowledge but in all elements of reading instruction: automaticity, prosody, rate and accuracy as well as the promotion of vocabulary and comprehension development.
Any new teacher who has studied for up to 3 years, and who does not have substantial expertise in reading instruction has been failed by their institution and will either have to be trained by their school - at considerable expense - or more likely...
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