Quiz on Reading Acquisition in French - PDF

# What did Sénéchal's (2006) study reveal about 4th grade students concerning morphological derivation rules? 1. What did Sénéchal's (2006) study reveal about 4th grade students concerning morphological derivation rules? 2. What is the fundamental difference between the processes of writing and spe...

# What did Sénéchal's (2006) study reveal about 4th grade students concerning morphological derivation rules? 1. What did Sénéchal's (2006) study reveal about 4th grade students concerning morphological derivation rules? 2. What is the fundamental difference between the processes of writing and spelling? 3. First and second graders show a sensitivity to the orthographic regularities of French for singular or plural nouns. 4. The development of morphological awareness and knowledge of derivations follows the child's chronological development. 5. Early intervention results in school settings have shown that programs targeting phonological awareness provide the most significant progress. 6. Define phonological awareness and give two examples of tasks that require this skill. 7. Fluency improves due to phonological skills. 8. In predicting reading acquisition, short-term phonological memory is more important than phonemic analysis skills. 9. Phonological recoding must be completely mastered to obtain an initial representation of the orthographic code. 10. Which words can be decoded with partial decoding? 11. Which words can be decoded with complete decoding? 12. Which phonological recoding skills, beyond those required for basic understanding, will a child develop during reading comprehension acquisition? 13. The child compares the verb forms of words they know through addressing skills. 14. The child compares the verb forms of words they know through complete decoding. 15. If the learner has the orthographic code, they also have the semantic representation of the word. 16. Paying attention to each of the "G"s that make up a word helps the learner improve their decoding ability. # Explain how phonological recoding is a mechanism of self-learning that promotes orthographic knowledge of a word. 17. In a learner, what allows them to correctly identify the target among different pronunciation options? 18. It is more common to encounter individuals with good reading abilities for irregular words and difficulties reading pseudowords. 19. The self-learning procedure allows for the reading of both regular and irregular words even when encountered for the first time. It allows for the learning of new orthographic representations. 20. List the 4 predictors of reading success in elementary school. 21. Which knowledge usually precedes that of phonemes? 22. What component is essential in learning to read in an alphabetic system? 23. Why is rapid naming important for reading? 24. True or false. According to D. Share's (1995) theory of phonological recoding, orthographic representations are formed from the first reading of a word, whether it is decoded correctly or not. 25. Define the lexicality effect. 26. What is the "pure" test for assessing short-term phonological memory? Why can it be considered so? 27. What are the consistencies of grapheme-phoneme (GP) and phoneme-grapheme (PG) correspondences? 28. Explain the difference in levels of P-G awareness between the words *pirate* and *faon* (fawn). # What is the alphabetic principle and what are the stages for acquiring it? 29. List the 4 main phases of brain activation sequence as well as their brain locations during a reading task for an expert reader. 30. What are the postulates of stage models in reading acquisition? 31. In stage models of reading acquisition, each stage modifies the processing of words. How? 32. Briefly describe the child's learning process in the logographic strategy. 33. The alphabetic strategy begins around 4-5 years of age. 34. How does the logographic strategy come into question regarding its usefulness in teaching young children to read? 35. The alphabetic strategy is also known as phonological mediation. 36. Briefly describe the child's learning process in the alphabetic strategy. # During the alphabetic strategy, the child no longer processes words as a whole unit, but as a series of indecomposable units. 37. According to the theory of stage models, the orthographic strategy alone is sufficient to access the orthographic representation. 38. In the orthographic strategy, the word becomes an ordered sequence of abstract elements, such as graphemes. 39. What is the purpose of creating a repository of visual units? 40. What is the goal of stage models in reading acquisition? 41. What are the advantages and disadvantages of the alphabetic strategy? 42. In stage models of reading acquisition, explain briefly how a word is perceived by the child. 43. A child learning the alphabetic writing system could encounter 10,000 new words per year and easily memorize them. 44. Phonological recoding promotes memorization of the full orthographic form of the word in the mental lexicon. 45. Even if phonological recoding is fast and error-free, what matters is the number of exposures to the word. 46. Strong phonological skills support G-P conversion, but by itself, it is not sufficient for a child to read fluently. 47. Fluent reading is characterized by accuracy, speed, and prosody adapted to a minimum effort and a speaking rhythm. 48. Trainings that target phonological awareness and decoding are effective for improving reading fluency. 49. In the case of a dissociation between phonological awareness and the alphabetic principle, it is common to encounter individuals with good performance in reading pseudowords and poor performance in irregular words. The reverse is rare. 50. In the case of a dissociation between phonological awareness and the alphabetic principle, it is common to encounter individuals with good performance in reading irregular words and poor performance in pseudowords (invented words). The reverse is rare. 51. First, reading improves fluency, and then the fluency in reading supports written comprehension. 52. The age of the child, their IQ, and their vocabulary level guarantee a faster learning process. 53. Knowledge about letters is a better indicator than IQ. 54. Provide an example of an exercise that demonstrates a child has acquired phonological awareness. 55. What skill is involved from the first year of reading acquisition and is frequently used from 3rd to 6th grade? 56. What are the 4 most powerful predictors of reading acquisition? 57. What is the difference between the model of spelling acquisition and the model of reading acquisition? 58. Define the analogy effect. 59. In spelling acquisition, it has been shown that children implicitly know the rules of derivational and inflectional morphology. Why then don't they apply them? 60. What does the Fayol and Got (1991) study highlight? 61. What is the conclusion of the Fayol, Largy, and Lemaine (1994) study regarding the revision process? 62. What is the revision process? 63. What does the Hayes and Flower cognitive model highlight? 64. What does the Kellogs cognitive model highlight? 65. What does the Fitzgerald (1987) hypothesis say about the revision process? 66. True or false. The letterbox is activated in everyone, regardless of the direction of reading or whether the script is familiar or not. 67. What is the name of the pathology caused by a lesion in the letterbox? 68. True or false. The posterior segment of the arcuate fasciculus is better structured in readers. 69. Where is the letterbox located? 70. True or false. The letterbox in the brain is also called the visual form area for words. 71. The visual form area for words is highly active in front of a face in illiterate individuals 72. The letterbox is not active in illiterate individuals when exposed to a letter. 73. Explain why letterbox activation is very low in illiterate individuals. 74. Letterbox activation is tripled among literate individuals when exposed to spoken language? 75. Explain why the occipito-temporal ventral region on the left side is specialized for recognizing letters and not faces in literate individuals. 76. True or false. Reading modifies the area of spoken language. 77. Explain how reading modifies the area of spoken language. 78. Phonological awareness is the result of learning to read, both in literate individuals and former illiterate individuals. 79. Detecting and re-encoding basic phonological features in the stream of phonemes is the result of alphabetization. 80. Children know the rules of morphological derivation that allow for writing silent final letters of words, but they do not apply them systematically. 81. Reading is a recognition process and spelling is a recall process. 82. Delete the first or last phoneme of a word. Reverse phonemes. 83. False. This is the primary function of phonological conversion but it is not enough to ensure fluent reading on its own. 84. False. It is less important than the phonemic analysis skills. 85. False. It is essential in reading and spelling but it doesn't have to be mastered at 100%. Partial phonological recoding is sufficient. 86. Irregular words. 87. Unknown words. 88. They will make guesses relative to letter-sound associations from words whose letters they do not know. 89. False. It is because of assembly skills that partial decoding is possible. 90. False. This is done during the learning phase, decoding is not fully mastered. 91. False. This is possible but doesn't necessarily mean they know its meaning (for example, "Lambrequin"). 92. True. Because the child will make assumptions relative to letter-sound associations from words whose letters they do not know completely. For example, the child will compare the "in" in "calepin" to the verb forms of words they know ("sapin" [pine Tree] sa.pẽ). 93. The orthographic code that provides direct access to semantic and phonological representations of written words is built with phonological recoding. Through constant use of the principles of recognition (alpha + phonological awareness), they become automatic. If phonological recoding is fast and error-free, the orthographic representation is stored in long-term memory. Phonological recoding thus allows for the development of the memorization of the complete orthographic form of the word in the mental lexicon. In addition, a child learning an alphabetic writing system could encounter 10,000 new words per year and easily memorize them. 94. Partial decoding that is correct for an irregular sequence and context. 95. False. This is rare. 96. True. 97. The level of knowledge of letters. Phonemic analysis skills. Short-term phonological memory capacity (less important than phonemic analysis skills). Rapid naming skills. Skills of phonological-graphemic conversion. The rest is the same. 98. The lexicality effect refers to real words being recognized more quickly and easily than non-words (or pseudowords) in recognition tasks. This is because real words exist in our mental lexicon, while non-words do not have a meaning, which makes them slower to process. 99. Repetitions of non-words. Because this test only assesses short-term phonological memory, it doesn't assess other abilities; therefore, there are no biases in the results. 100. How well graphemes and phonemes correspond to one another. There are 5 levels of consistency, the first level being complete correspondence between graphemes and phonemes, and the fifth level referring to inconsistencies. 101. "Pirate" falls into the first level (level 1) = Regular/Consistent. 102. "Faon" falls into the last level (level 5) = Irregular. 103. The alphabetic principle refers to the understanding that letters (or groups of letters) represent sounds (phonemes) in the language. This is the foundation for learning to read and write letters. 104. List the stages: phonological awareness, phonemic awareness, letter knowledge, phoneme-grapheme association, and reading automation. 105. Phonological awareness involves identifying and manipulating the sounds of words (syllables, rhymes, phonemes). 106. Phonemic awareness involves identifying and manipulating phonemes. 107. Letter knowledge involves recognizing the letters of the alphabet and their forms. 108. Phoneme-Grapheme association involves understanding that letters and groups of letters represent specific sounds. 109. Reading automation involves practicing reading and writing by applying these relationships. 110. Visual processing: Primary and secondary occipital areas. 111. Orthographic form processing: Occipito-temporal ventral area on the left side of the brain. 112. Phonological processing: Phonological and semantic network. 113. Syntactico-semantic processing: Phonological and semantic network. 114. Learning occurs in stages that are stable and identical for all children. Moving from one stage to the next depends on instruction and requires mastery of the skills from the previous stage. 115. Each stage modifies the processing of words qualitatively (deeper analysis) with new processing procedures and quantitatively (refers to scores) because it increases the number of words read (better reading score). 116. They do not identify the words and sounds individually but they do have access to the meaning. 117. They recognize the word as a whole unit in a visual way thanks to extralinguistic clues (saliency of letters). 118. False. Around 6-7 years old. 119. It is illogical that the logographic strategy gives rise to the alphabetic strategy (difference in concept + ineffectiveness of the logographic stage). 120. True. 121. The child is struggling to decode words. They pay attention to the small components of the word (individual letters or complex graphemes: "ch", "oi", "eau" [water], etc.). They are learning the correspondences between the letter (letter) and the sound (phoneme). They are practicing assembling these last two together to form words. 122. False. As decomposable units that are smaller than words. 123. False. The preceding two stages are a mandatory step according to the theory of stage models. 124. True. 125. Automatic recognition of letters. 126. Explain the stages of learning to recognize written words by taking into account the development of child competencies during their growth process. 127. Advantages: It allows children to read new words. Disadvantages: It requires great concentration. 128. Logographic strategy: The word is one whole unit (whole). Alphabetic strategy: The word is made up of smaller decomposable units. Orthographic strategy: The word is an ordered sequence. 129. True. 130. True. 131. False. Phonological recoding must be quick and error-free for it to be stored directly in long-term memory (it bypasses the direct route). 132. With accuracy, speed, adapted prosody, using a speaking rhythm. 133. False. It focuses on small graphemic units, which are insufficient for improving fluency (speed, accuracy, prosody, appropriateness without effort, and using a speaking rhythm). 134. True. 135. False. The opposite is more common: We frequently encounter individuals whose performance is better when reading pseudowords and poor when reading irregular words. The reverse is rare. 136. True. 137. False. 138. True. 139. For Example, they can differentiate between "poule" (chicken) and "boule" (ball); they can decompose a word into syllables. 140. Morphological derivation skills. 141. The level of knowledge of letters. Phonemic analysis skills. Short-term phonological memory capacity (less important than phonemic analysis skills). Rapid naming skills. 142. The ability to form new words based on the rules of morphology. It is important for learning to read and spell. 143. The transfer of learning from a familiar word to an unfamiliar word based on structural similarity (for example, *cat* to *cats*, *ball* to *balloon*). 144. The production of a part of an orthographic sequence of unfamiliar words is done by analogy with a known word (already memorized). 145. For example, "in" in "sapin" (pine tree) and "in" in "câlin" (hug). Because they use the same sound, they can be used interchangeably in writing these words. However, one cannot use the same sound in writing "*lapin*" (rabbit) because it can be made feminine, but "*sapin*" cannot be feminine, since it is a tree. 146. Attentional availability hypothesis. There are not enough attentional resources for first-graders to manage both graphic gestures and lexical spelling. Sustained attention, which requires doing several things simultaneously, is not yet developed. 147. Without cognitive load, 10-year-olds make few errors and adults rarely do. 148. With cognitive load, children make frequent omission errors (for example, missing the plural) and adults make frequent proximity/attraction errors (for example, they agree the verb with the noun near by). 149. Adults are slower to correct their answers when they make mistakes. 150. Children respond with the same delay regardless of whether their responses are correct or not. 151. Detecting an error after writing it and correcting it. 152. Writing and the processes of the cognitive model of Hayes and Flower (1980) and the Working memory components of the Baddeley model (1986): phonological loop, visuospatial sketchpad, central executive (for example, the ability to manage the different components of the brain) [NB: The components of the Working Memory model highlight the importance of attentional resources; a decrease in the performance of those components, for example, a cognitive overload, can lead to an increase in errors during written production]. 153. They can still make mistakes, even when individuals have all the knowledge and strategies to notice them. (It's possible the person is distracted or those cognitive resources are lacking development.) 154. False. The letterbox is activated in everyone, regardless of the direction of reading or whether the script is familiar or not, when learning known scripts. 155. Pure alexia (inability to read only with preserved visual recognition of objects). 156. True. 157. False. There is very low activity in this region when it comes to processing words. 158. This is a region that is used by illiterate individuals for visual tasks such as recognizing faces, objects, and forms. 159. False. It is doubled. 160. Literate individuals highly specialize this region for recognizing words. This leads to the recognition area for faces occurring on the right side of the brain. 161. False. 162. True. Illiterate individuals can acquire this skill once they learn to read. 163. True. Because the alphabetic system establishes a correspondence between the sounds of the language and letters.