Class Connections
Alphabetic Vs. Logographic Systems
In class, we learned about logographic and alphabetic writing systems. In alphabetic systems, we discussed that each letter corresponds with a certain phoneme. Additionally, we discussed logographic systems and how in these, each symbol represents a small word or entire concept. This relates to what was learned about the structures of braille, as it was found that braille has a contracted (logographic) system as well as an alphabetic system. In the alphabetic system of braille, each character or braille cell, stands for a letter, which correspond to phonemes (Veispak et al., 2013). The contracted system of braille, which can be compared to the logographic system, is composed of characters or braille cells that represent small words or combinations of letters (Veispak et al., 2013).
Dual-Route Model
During class, we learned that the dual-route model consists of both the lexical and non-lexical routes. In print reading, the lexical route is the one that many use when reading irregular words, compared to the non-lexical route which is most heavily involved in reading pseudowords and true words. From the research conducted on braille readers, it was found that, when individuals read braille, they rely solely on the non-lexical route, whereas, print readers often switch between the non-lexical and lexical routes depending on what they are reading (Veispak et al., 2013). Therefore, this ultimately made a direct connection to a concept that we had discussed during class.
Developmental Dyslexia
During class, we have also learned about the different types of dyslexia. Developmental dyslexia likely has a genetic basis with a number of possible brain-based root causes, potentially related to difficulty with processing rapidly changing stimuli in general, or sound in particular. Research has revealed that developmental dyslexia affects both blind and sighted individuals in a similar way, affecting reading ability as well as the ability to decode either visual or tactile stimuli (Veispak et al., 2010).
Pseudowords
In class, we learned that pseudowords are words that are able to be read because they follow conventional sound structures, however, they do not have meaning as they are not true words. This was discussed in many of the articles, as reading pseudowords has been found to change the way in which the brain processes information, which results in changes in reading rate for both braille and print readers.
Phonological Awareness
Finally, in class, we have discussed the importance of phonological awareness when learning to read. Specifically, we have learned that it is an individual's knowledge of the structures of the sound systems within a language and how they are able to play around with these sound structures. From this research, it was found that for both reading braille and reading print, phonological awareness is an essential skill in comprehension, accuracy of reading, and more (Veispak et al., 2012; Veispak et al., 2013).