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 six key elements often referred to as the Big 6 of Literacy (Konza, 2014)
In later years, researchers such as Dr. Deslea Konza (2014, Edith Cowan University, Australia) emphasised the importance of oral language as the foundation supporting all five of these components. This extension led to the adoption of the Big 6 framework, which recognises oral language as the critical underpinning of effective literacy development while retaining the five key elements identified by the National Reading Panel.
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.
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 includes the Visual Recognition 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.
The StepsWeb Visual Recognition Test was evaluated by Auckland University researchers who identified elements needing adjustment during its development to ensure full research validity. The researchers produced an academic report which you can download from our Support Site article: Visual Recognition Test Research.
The report identified that children’s recognition speed increases from age 5 to 9, and that slower than average recognition speeds were an indicator of potential literacy difficulties. There was a statistically valid correlation between visual recognition speed and teacher evaluation of literacy levels. The report also identified that visual recognition speed scores were a valid predictor of later literacy difficulties even with five-year-olds. (Cowie & Plimmer, 2017)
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. Educators can set this test for their students on StepsWeb, which enables them to see whether a student is below the expected speed for their age. It also enables them to track progress as their students develop orthographic mapping.
