StepsWeb is a research-based online literacy program for learners of all ages from 5 years of age to adult. It covers key aspects of literacy and language development and covers the processing skills involved in literacy as well as the ‘knowledge’ aspects.
StepsWeb provides a structured, cumulative approach to literacy, which encompasses and develops the five key elements often referred to as the Five Big Ideas in Beginning Reading (USA National Reading Panel, 2000).
Click on each heading below to see more detail and find out how StepsWeb addresses each aspect.
Reading fluency is the ability to read connected text rapidly, effortlessly and automatically (Hook & Jones, 2004; Meyer, 2002; National Reading Panel, 2000). Readers must develop fluency to make the bridge from word recognition to reading comprehension (Jenkins, Fuchs, Vandern Broek, Espin & Deno, 2003).
“Many poor readers have difficulty reading fluently because they do not possess an adequate sight vocabulary and must labour to decode many of the words in the reading passages. [...] Fluent reading requires that most of the words in a selection be sight words. When a selection contains too many difficult (nonsight) words, the reading material will be too arduous and frustrating for the reader" (Burns, Roe & Smith, 2002; Jenkins et al., 2003).
Research by Sally Shaywitz using fMRI scanning has identified that there are three key areas of the brain for reading. These are all in the left hemisphere. Broca’s area and the parietal-temporal area are involved in decoding (word analysis) and the Visual Word Form Area (occipito-temporal area) is involved in recognising the word holistically from its visual and orthographic pattern.
This process is known as orthographic mapping. To utilise orthographic mapping and therefore read fluently, the occipito-temporal area must be functional.
Illustrations from Overcoming Dyslexia, Sally Shaywitz, 2003
When a word is first met, Broca’s area and the parieto-temporal area are employed to decode it. This may happen several times. However, after several repetitions, a neural model of that word is created, which is then stored in the occipito-temporal area. Once this has happened, the word can now be accessed automatically using orthographic mapping and reading fluency has been achieved.
Sally Shaywitz’s research has also identified that dyslexic learners have an impaired occipito-temporal and are unable to develop the same fluency and automaticity. As a compensatory measure, Broca’s area overdevelops – in other words, the wrong strategies are being employed.
From the very beginnings of literacy, teachers need to incorporate enough activities to activate the occipito-temporal area. They also need to ensure that each learner has enough repetitions of each word to create and automatically retrieve the neural model of that word using orthographic mapping.
It is important to be aware that, although the Visual Word Form Area is a visual recognition area of the brain, instant visual recognition also depends on an understanding of the phonological and orthographic structures of the word. Phonic knowledge and phonological awareness are therefore also important factors in this process.
All the word activities in StepsWeb develop fluency, since it is through repetition of words that automaticity develops. However, there are a number of activities which specifically target this aspect.
Find the Word – sight vocabulary, visual recognition
Choose the Word – sight vocabulary, using/choosing words in context
Word Flash – instant word recognition. Note: This activity (together with the speed reading activities in the workbook courses) is specifically designed to activate the occipito-temporal area and promote effective orthographic mapping strategies.
Visual Memory – word recognition, visual and spatial memory
StepsWeb now includes a test which measures how many milliseconds it takes a user to visually recognise a known word. Supporting research in this field indicates that, if a person can visually recognise a word in 150 ms or faster, they are utilising the Visual Word Form Area (occipito-temporal) of the brain. In other words, they are using orthographic mapping, rather than consciously decoding the word.
This test and the ongoing measurement of visual recognition speed are therefore an indicator of whether a learner is utilising the Visual Word Form Area, or is over-dependent on the decoding areas of the brain. The test enables a teacher or parent to see whether a learner is at or below the expected speed for their age and track progress as the learner develops orthographic mapping.
Email: info@stepsweb.com
