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Examine contemporary models that have been used to explain literacy acquisition (reading and spelling skills) and discuss the areas of difficulty dyslexic learners will have in the light of these models (AC 2.1).
Sample Answer
Contemporary Models of Literacy Acquisition and Challenges for Dyslexic Learners
Introduction
Understanding the process of literacy acquisition is crucial to supporting learners in developing reading and spelling skills. Contemporary models provide insights into how individuals acquire these essential skills and the challenges they may face. This essay will examine prominent models of literacy acquisition and discuss the specific areas of difficulty that dyslexic learners encounter within the framework of these models.
Contemporary Models of Literacy Acquisition
1. Dual-Route Theory:
– The dual-route theory posits that reading involves two distinct pathways: the lexical route (whole-word reading) and the sublexical route (phonological decoding). Individuals may rely on one or both routes depending on their reading experience and word familiarity.
2. Simple View of Reading:
– The simple view of reading emphasizes that reading comprehension is the product of two components: decoding (word recognition) and language comprehension (understanding the meaning). Proficient reading requires both skills to be effectively integrated.
3. Connectionist Models:
– Connectionist models view reading as a complex network of interconnected nodes representing phonological, orthographic, and semantic information. Learning to read involves strengthening these connections through exposure and practice.
Areas of Difficulty for Dyslexic Learners
1. Phonological Awareness:
– Dyslexic learners often struggle with phonological awareness, the ability to recognize and manipulate sounds in spoken language. Difficulties in phonological processing can hinder their ability to decode words accurately and fluently.
2. Orthographic Processing:
– Dyslexia can impact orthographic processing, which involves recognizing and storing visual patterns of letters and words. Weaknesses in orthographic skills may lead to challenges in spelling and word recognition.
3. Rapid Automatized Naming (RAN):
– Dyslexic learners may exhibit deficits in rapid automatized naming, the ability to quickly name familiar objects, colors, or letters. Weak RAN skills can impede reading fluency and automaticity.
4. Working Memory:
– Difficulties in working memory, the cognitive system responsible for holding and manipulating information temporarily, can pose challenges for dyslexic learners in processing complex linguistic tasks and retaining information while reading.
Conclusion
Contemporary models of literacy acquisition offer valuable frameworks for understanding how individuals develop reading and spelling skills. For dyslexic learners, the challenges they face align with specific areas identified in these models, such as phonological processing, orthographic recognition, rapid naming, and working memory. By recognizing these areas of difficulty within the context of contemporary models, educators and practitioners can tailor interventions to support dyslexic learners effectively and enhance their literacy outcomes.
References
– Snowling, M. J., & Hulme, C. (2012). The Science of Reading: A Handbook. Blackwell Publishing.
– Castles, A., & Coltheart, M. (2018). Varieties of Developmental Dyslexia. Cognition.
– Ehri, L. C. (2014). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading.
