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LING6022 Reading Acquisition and Developmental Dyslexia

Dr. Wai Ting Siok

MA Elective course. Sem 2
Monday 10:30 am – 1:20 pm (Venue: RST-9.62)

Course Description

This course aims to provide a theoretical understanding of reading development and reading disorders in different writing systems, with a specific focus on alphabetic (English) and logographic (Chinese) writing systems. Through attending the course, students will be able to understand how different cognitive processes contribute to the development of skilled word reading and text comprehension and what problems children may encounter during the course of reading development. Effective treatment and instruction approaches will also be discussed.

Course Details

Syllabus The course will cover the following topics:

Topic 1 Introduction to research in reading development
Topic 2 Cognitive factors underlying successful reading development
Topic 3 Models of reading and reading development
Topic 4 Developmental dyslexia: Definitions, theories, evidences, and interventions.
Topic 5 Other reading disorders
Topic 6 The impact of culture on reading development
Topic 7 Reading development in bilinguals
Topic 8 The teaching of reading

Assessment 100% Coursework.
Reference You may wish to read the following references to gain a better understanding on reading developmental and reading disorders:

Adams, M. J. (1990). Beginning to read: thinking and learning about print. The MIT Press, Cambridge.

Chall, J. S. (1996). Learning to read: The great debate. Harcourt Brace, New York. 3rd Edition.

Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read — a causal connection. Nature, 301, 419-421.

Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Erlbaum.

Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.

Goswami, U. (1999). The relationship between phonological awareness and orthographic representation in different orthographies. In M. Harris & G. Hatano (Eds.), Learning to reading and write: A cross-linguistic perspective (pp. 134-156). Cambridge: Cambridge University Press.

Lyon, G. R. (1995). Towards a definition of dyslexia. Annals of Dyslexia, 45, 3-27.

Perfetti, C. A. (1991). Representations and awareness in the acquisition of reading competence. In L. Rieben & C. A. Perfetti, Charles A. (Eds.), Learning to read: Basic research and its implications (pp. 33-44). Hillsdale, NJ: Erlbaum.

Siok, W.T., Perfetti, C.A., Jin, Z., & Tan, L.H. (2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431: 71-76.

Siok, W.T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology. 36, 887-899.

Tan, L.H., Spinks, J.A., Eden, G., Perfetti, C.A., & Siok, W.T. (2005). Reading depends on writing, in Chinese. PNAS, 102, 8781-8785.

Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.

Other reading materials will be distributed by the lecturer during class.


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