Learning to read as the formation of a dynamic system: evidence for dynamic stability in phonological recoding

Abstract

Two aspects of dynamic systems approaches that are pertinent to developmental models of reading are the emergence of a system with self-organizing characteristics, and its evolution over time to a stable state that is not easily modified or perturbed. The effects of dynamic stability may be seen in the differences obtained in the processing of print by beginner readers taught by different approaches to reading (phonics and text-centered), and more long-term effects on adults, consistent with these differences. However, there is little direct evidence collected over time for the same participants. In this study, lexicalized (implicit) phonological processing, and explicit phonological and letter-sound skills are further examined in a precocious reader whose early development at 3 and 5 years has been extensively described (Cognition, 2000, 2004). At ages 10 and 14 years, comparisons were made with these earlier reports and skilled adult readers, using the same tasks for evidence of changes in reading processes. The results showed that along with an increase of reading accuracy and speed, her pattern of lexicalized phonological responses for reading did not change over time. Neither did her pattern of explicit phonological and letter-sound skills, aspects of which were inferior to her lexicalized phonological processing, and word reading. These results suggest dynamic stability of the word reading system. The early emergence of this system with minimal explicit skill development calls into question developmental reading theories that require such skills for learning to read. Currently, only the Knowledge Sources theory of reading acquisition can account for such findings. Consideration of these aspects of dynamic systems raise theoretical issues that could result in a paradigm shift with regard to best practice and intervention.

Developmental Dysgraphia as a Reading System and Transfer Problem: A Case Study

“…The number of correct responses to the Irregular Consistent non-words (25%) was also similar to that sample of adults (28%). As suggested ( Fletcher-Flinn and Thompson, 2004 , 2007 ; Fletcher-Flinn, 2014 ), the large number of regularizations may be a long-term result of early exposure to phonics instruction.…”

“…These included only two categories, the regular responses for Regular Consistent ( Mean RT = 1018 ms) and Inconsistent ( Mean RT = 926 ms, SD = 226) non-words. There were no outliers (±3 SD s), and a repeated measures analysis of variance (ANOVA) by items (e.g., Fletcher-Flinn and Thompson, 2000 , 2004 , 2007 ; Beland and Mimouni, 2001 ; Upton et al, 2003 ; Fletcher-Flinn, 2014 ) showed no difference in mean RTs, F > 1.…”

“…The purpose of this study was to examine a case of developmental dysgraphia from a learning perspective, using Knowledge Sources theory ( Thompson et al, 1996 ; Thompson and Fletcher-Flinn, 2006 ) as an explanatory framework. Although formal generalization from case studies is not warranted, well-chosen cases are useful for tests of falsification ( Flyvbjerg, 2006 ), and for restricting the range of theory application ( Fletcher-Flinn, 2014 ).…”

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

“…Proponents of sociocultural theory promote practices that encourage family, social, cultural, and educational involvement, as all these will play a role in a child's reading development (Purcell-Gates et al, 2002; Fetsco and McClure, 2005; Porta and Ison, 2011; Greenhoot et al, 2014); hence the importance of providing a book-rich environment (Dickinson and Tabors, 2001) that is high in both quality and quantity (Porta, 2008). Finally, the development of phonological awareness through the teaching of sounds is one of the premises of psycholinguistic theory (Pearson, 2001; Rayner et al, 2002; Fletcher-Flinn, 2014). Despite the existence of countless different approaches for teaching reading, the results of international and national tests of basic reading skills [International Association for the Evaluation of Educational Achievement (IEA); Reading Achievement, Progress in International Reading Literacy Study (Mullis et al, 2012; National Assessment of Educational Progress, 2015); Programme for International Student Assessment (Organization for Economic Co-operation and Development, 2012, 2015)]; indicate that it is necessary to improve and promote effective practices.…”

Editorial: Frontiers in the acquisition of literacy

“…Acknowledging such limitations is an important step in the development of reading acquisition theories that are potentially more useful. Fletcher-Flinn ( 2014 ) merges ideas from dynamic systems theory with developmental data from a precocious reader. Reference is made to Knowledge Systems theory, which offers a more varied range of theoretical applicability.…”