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I work in a special needs school and one student I work with comes to mind. He has speech and language difficulties and has been learning to read. He has made little to no progress in two years. He struggles to identify letters and their sounds. He has been working on his phonics but still cannot seem to identify the letters that match these sounds. 

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I work in a special needs school and one student I work with comes to mind. He has speech and language difficulties and has been learning to read. He has made little to no progress in two years. He struggles to identify letters and their sounds. He has been working on his phonics but still cannot seem to identify the letters that match these sounds. 

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I once worked with a young man in his late teens who was preverbal. Despite this, his mother had taught him to read. While his other difficulties meant he would never live truly independently, he could read to the level of a 7 year old which meant he could be more independent in his life, such as reading a menu and choosing what he wanted in a café. It also opened up the world of books & reading for pleasure for him, which was huge. I believe

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I once worked with a young man in his late teens who was preverbal. Despite this, his mother had taught him to read. While his other difficulties meant he would never live truly independently, he could read to the level of a 7 year old which meant he could be more independent in his life, such as reading a menu and choosing what he wanted in a café. It also opened up the world of books & reading for pleasure for him, which was huge. I believe

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Priming , or word frequency could be used in the classroom to aid children with more difficult words as a subtle approach to broaden their vocabulary. When teaching English i find repetition helpful to improve the retention of the correct phoneme.

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By learning the mechanisms which affect our ability to read we may be able to highlight areas of reading which certain children find difficult and deliver targeted interventions to try and tackle the issues. For example, the reading we were given for this weeks seminar (Frith & Snowling, 1983), we can see the way reading is impaired for children with autism and dyslexia. By identifying the different parts of the reading process which are impairing a child's reading progression, we can work to help the child overcome this.

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Any insight into how we read and how we learn to read will be beneficial to the field of education. Reading is a fundamental skill but we don't fullly understand how we learn it or use it. Creating and refining models to simulate how we read is an effective way of investigating these aspects of reading.

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How does the interactive model work with children who find reading difficult. Mixing up letters  for example.

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How does the interactive model work with children who find reading difficult. Mixing up letters  for example.

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The phonic test can be flawed for some individuals who use word recognition as their reading tool. It can confuse them.

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I worked with a child in Year 1 who had social and communicative difficulties. He really struggled with learning to read but I found that taking time to cover each grapheme and phoneme in great detail and creating ways to memorise these sounds really helped him to progress. He definitely used the non-lexical route. He found identifying words that could not be phonetically sounded out very difficult.

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I worked with a child in Year 1 who had social and communicative difficulties. He really struggled with learning to read but I found that taking time to cover each grapheme and phoneme in great detail and creating ways to memorise these sounds really helped him to progress. He definitely used the non-lexical route. He found identifying words that could not be phonetically sounded out very difficult.

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Further, I worked with a child who had Autism Spectrum Disorder. He could read at a far earlier age than other children and it appeared he used a lexical route. Despite being able to read at such an early age, when it came to the Year 1 phonics screening he found identifying individual phonemes and graphemes very difficult. In addition, despite advanced reading skills he found communication (speaking and understanding others) difficult and interventions were tailored to help support this.

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Comparing with Chinese in my experience, Chinese has nothing that corresponds to letters or alphabet, the recurring components that makes up the characters, or say the radicals of Chinese characters, usually represent the meaning of formed characters, e.g. ‘’氵’’is a component means ‘’water’’ while the combined character ‘’河‘’ means river or ‘’海‘’means sea, children usually activate the semantic understanding quickly by looking at these components, also Chinese characters are hieroglyphs so it would be easier to process through the lexical route, but it also leads to more chaotic orthographic transparency, as most characters have different pronunciations with the radicals that form them. ,also there are too many letters and they also will combine to form words, so the processes of interactive activation May become more complicated.This might be the reason why Chinese is also hard to learn.

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Comparing with Chinese in my experience, Chinese has nothing that corresponds to letters or alphabet, the recurring components that makes up the characters, or say the radicals of Chinese characters, usually represent the meaning of formed characters, e.g. ‘’氵’’is a component means ‘’water’’ while the combined character ‘’河‘’ means river or ‘’海‘’means sea, children usually activate the semantic understanding quickly by looking at these components, also Chinese characters are hieroglyphs so it would be easier to process through the lexical route, but it also leads to more chaotic orthographic transparency, as most characters have different pronunciations with the radicals that form them. ,also there are too many letters and they also will combine to form words, so the processes of interactive activation May become more complicated.This might be the reason why Chinese is also hard to learn.

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Having taught England as a second language in Spain, I have really seen the comparable difficulty of learning a language with inconsistent mappings for those who are accustomed to learning a language with consistent mappings. Non-fluent English speakers are likely more dependent on the non-lexical route, which is difficult because of the phonetic irregularity of the English language. I felt that, over time, children began to build-up a toolkit of regular sounding phonemes, which they could then draw upon to pronounce words through the non-lexical route. An example would be that lettters 'tion' at the end of a word are pronounced as 'shun', rather than 'tion'. These served as building blocks that children could use to begin to pronounce more difficult words.

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The Dual route Cascaded model accounts for word processing, however it assumes the ability to read the letters of a word, as a whole word, regardless of whether it is a lexical or non-lexical route. Reading either by retrieving words from the mental lexicon via semantic meaning, or via phonological code can only arise from the initial accurate processing of the orthography of the written word. The Interactive Activation Model supports the use of phonics as a means of learning to read, as it works from letters (or small chunks of letters) in order to activate full words. But it doesn't account for semantic nor phonologic priming effects, nor the poor orthographic transparency of the English language. The alternative would be to learn whole words, which although uses phonology and semantics, doesn't foster the skills needed to learn new words in the future. The implications would be that while both methods are beneficial in learning to read fluently, alone neither are sufficient. 

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These models indicate how typically developing/neurotypical children read, what about children who have specific learning disorder. It opens up a level of comparions between these two groups of individuals. The implications that the education system we are in is catered to these models

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I have worked with many children who have progressed and gained confidence through learning sight words, alongside the learning of phonics. I do agree that there are possible implications with confusion around this method and this needs to be sensitive to the individual.