Weak Phonological Representations Explain Children's Reading Difficulties
Eileen Geoghegan
Discuss the extent that weak phonological representations can explain children’s reading difficulties.
Word Count 1503
The aim of this essay is to see if weak phonological representations contribute to reading difficulties within children and see what factors can have an impact before deciding whether this alone can be a reason and cause, relating to developmental dyslexia in children. This paper will also evaluate alternative explanations, for example, looking at what impact the environment may have with regards to developmental dyslexia throughout the home and school. It will look at biological explanations, which could also be an explanation as it relates to the brain. Research will also be looked …show more content…
However, children who struggle to read are the ones who are struggling with either decoding or language interpretation or even both (Cain 2010). Before a child is able to read and follow any of the words that are presented in front of them, they must be able to understand language. Phonological representations are taken to mean the encoding of speech sounds and word recognition and the ability to perceive and manipulate the sounds of spoken words. Language is made up of phonemes, rimes, and syllables which are the basic units of speech. Furthermore, if a child has not gotten the phonics in place then that will affect their ability to read properly as they cannot hear the beginnings and ends of the words. They therefore, struggle with the syllables within the words and find it hard to differentiate between different sounds. (Goswami & …show more content…
Reading development and difficulties. Chichester, West Sussex: Blackwell
Castles, A. & Coltheart, M. (2003). Is there a causal link from phonological awareness to success in learning to read. Journal of Cognition 91 (2004) 77–111
Goswami, U. & Bryant, P. (1994). Phonological Skills and Learning to Read (essays in developmental psychology). East Sussex: Lawrence Erlbaum Associates Ltd..
Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2–28.
Hulme, C. and Snowling, M. (2009). Developmental disorders of language learning and cognition. Chichester, West Sussex: Wiley-Blackwell
Martin, N. G. Carlson, R. N. & Buskist, W. (2010). Psychology, (4th ed). England: Pearson Education Limited.
Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3–27.
Morton, J. & Frith, U. (1995). Structural approaches to developmental psychopathology. In: D.Cicchetti & D.J. Cohen (Eds.), Developmental psychopathology (pp.357-390). New York: Wiley. Vol
Discuss the extent that weak phonological representations can explain children’s reading difficulties.
Word Count 1503
The aim of this essay is to see if weak phonological representations contribute to reading difficulties within children and see what factors can have an impact before deciding whether this alone can be a reason and cause, relating to developmental dyslexia in children. This paper will also evaluate alternative explanations, for example, looking at what impact the environment may have with regards to developmental dyslexia throughout the home and school. It will look at biological explanations, which could also be an explanation as it relates to the brain. Research will also be looked …show more content…
However, children who struggle to read are the ones who are struggling with either decoding or language interpretation or even both (Cain 2010). Before a child is able to read and follow any of the words that are presented in front of them, they must be able to understand language. Phonological representations are taken to mean the encoding of speech sounds and word recognition and the ability to perceive and manipulate the sounds of spoken words. Language is made up of phonemes, rimes, and syllables which are the basic units of speech. Furthermore, if a child has not gotten the phonics in place then that will affect their ability to read properly as they cannot hear the beginnings and ends of the words. They therefore, struggle with the syllables within the words and find it hard to differentiate between different sounds. (Goswami & …show more content…
Reading development and difficulties. Chichester, West Sussex: Blackwell
Castles, A. & Coltheart, M. (2003). Is there a causal link from phonological awareness to success in learning to read. Journal of Cognition 91 (2004) 77–111
Goswami, U. & Bryant, P. (1994). Phonological Skills and Learning to Read (essays in developmental psychology). East Sussex: Lawrence Erlbaum Associates Ltd..
Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2–28.
Hulme, C. and Snowling, M. (2009). Developmental disorders of language learning and cognition. Chichester, West Sussex: Wiley-Blackwell
Martin, N. G. Carlson, R. N. & Buskist, W. (2010). Psychology, (4th ed). England: Pearson Education Limited.
Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3–27.
Morton, J. & Frith, U. (1995). Structural approaches to developmental psychopathology. In: D.Cicchetti & D.J. Cohen (Eds.), Developmental psychopathology (pp.357-390). New York: Wiley. Vol