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Flashcards in SPRING Atypical Reading Deck (47)
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1
Q

What was dylexia first thought to be

A

morgan (1896) congenital word blindness

problem of vision and inability to recall how words looked

2
Q

how does the prevalence of dyslexia change across language

A

english -4-10%
changes as difficulty in comprehension changes - differences in orthographic consistencies
ie italian prevalence half that of USA

3
Q

social impact of dyslexia

A

prevalent in disadvantaged
60% inmates
75% unemployed
85% juiveniles (43% 2 years below reading age and 38% below grade 4 reading age)

4
Q

what is dyslexia

A

disorder manifested in difficulty of learning to read despite conventionl instruction, adequate intelligences and socio cultural opportunity
definition primarily focuses on exlusion

5
Q

what is alexia

A

inability to read completely

6
Q

heritability of dyslexia

A

40% sons with dyslexic fathers
36% daughter with dyslexic mother
50% chance if either parent

at risk 4x more likely to develop dyslexia than norm

7
Q

gender issues in looking into dyslexia

A

more boys studied than girls creates bias

8
Q

olson et al 1989 twin study and heritability of dyslexia

A

discrimination of words from homophonic nonwords (e.g., rane, rain) compared for pairs of older children with reading disabilities (RD) and younger non-disabled readers matched on word recognition
Phonological coding was substantially lower in RD- unique developmental deficit in phonological coding rather than an equal developmental lag across all component reading skill
RD highly heritable and accounted for most of the heritable variance in their word recognition deficits

9
Q

describe frith and morton theortical framework

A

way of assessing influence of biology, cognition and behaviour on dyslexia
biology - brain
cognition - workings of mental components
behaviour - difficulties and observed performance

10
Q

basic causal model of dyslexia (frith and morton)

A

biological origin leads to cognitive deficit which is expressed in deficits in behaviour

11
Q

impacts of remedial teaching on dyslexia (frith and morton)

A

dyslexia appears to be improved by better teaching but does not make changes to cognition or biology
environmental change

12
Q

environmental causation of dyslexia (frith and morton)

A

thought that no cog or bio abnormalities then dyslexia due to environment
ie poor teaching or socioeconomic factors

13
Q

dyslexia and IQ

A

not link to IQ but use discrepancy diagnosis so easier to identify in average/above average children as not expected (but poor correlation between the two)

some argue shouldnt base diagnosis on discrepancy BUT may neglect individuals who are good in all other areas and then struggle later on

14
Q

dysexia and development

A

developmental disorders change with age
definition of dyslexia is dependent on the underlying problem
diagnoiss also likley to change dependent on language and how to read

15
Q

main theories of dyslexia

A

phonological defecit hypothesis (snowling 1995)
double deficit hypothesis (wolf and bowers 1999)
phonological vs surface subtypes (castles and coltheart 1993)

16
Q

visual theories of dyslexia

A
magnocellular deficit hyp (stein and walsh 1007)
visual attention span (bosse et al 2007)
visual stress (wilkins 2002)
17
Q

miscellaneous theories of dyslexia

A

cerebellar theory (nicholson and fawcett 1998/habib 2000)

18
Q

define phonoligical deficit hyp

A

pa thought tp correlate with reading ability (reciprocal relationship)
wide range of evidence suggests that dyslexics are impaired on variety of PA tasks
ie phoneme deletion (cat without /k/)
phoneme counting and phoneme blending
not a strong case to be made for rhyme
awareness being a significant independent predictor of reading and spelling acquisitio ie not a strong case to be made for rhyme awareness being a significant independent predictor of reading and spelling acquisition.

19
Q

how might phonological awareness be assessed

A

controversy
rhyme: what word doesnt rhyme with …
segmentation: what is cat without the c
BUT - may be mistaken for vision ie what word looks like without c

20
Q

limits of phonological deficit hypothesis

A

phonology being mistaken for vision (segmentation)
GPC has visual basis where map sounds to letters so not fully phonological
ignores a working memory component ie ability to produce speach and ability to hear others
if base dyslexia on phonology then may neglect children with other problems

21
Q

describe dyslexia subtypes (dual route) theory of dyslexia

A

the system
which skilled readers use to read involves at least two separate procedures, one
often referred to as the lexical procedure and the other as the sublexical
procedure.

22
Q

dyslexia subtypes (dual route) phonological deficit

A

cant map sounds to letters (sublexical GPC)
cant read non words but can do exception/irregular words
fast but cant learn new well

23
Q

dyslexia subtypes (dual route) surface deficit

A

specific problem with exception but not regular words
use sub lexical so overall reading difficulty and slower
errors in phonolohy and correct pronounciation

24
Q

problem with subytpe dyslexia dual route

A

fails to specify exactly were the problem lies in the model

25
Q

dyslexia and RAN tasks

A

rapid automised naming task
problems in speed and accuracy performance
RAN measure verbal fluency and speed of processing visually presented information

26
Q

describe the double deficit hypothesis (wolf and bowers 1999)

A

children show problems in phonology and not RAN tasks
some in RAN and not phonology
some both (Statistically the worst readers)
mechanisms driving RAN not yet fully specified BUT thought cognitive deficits that lead to poor RAN affect reading by interfering with the quality of orthographic representations with the forming of links between orthographic and phonological representations that are crucial for reading.
thought to be more than one cause of reading difficulties and RAN thought to measure different processes from phonology

27
Q

describe the magnocellular deficit hypothesis (stein and walsh 1977)

A

deficit in dorsal magnocellular visual system thought to be cause of dyslexia - evidence for deficit in magno cells during post mortem
magno - large eye movements/ dorsal - where, space and motion
produces a deficit in the processing of visual
information at low luminance, low spatial frequency and
high temporal frequency
psychophysical deficits in m cells caue problems reading ie difficulty telling black from white at low spatial freq

28
Q

limits of magnocellular deficit hypothesis

A

not all studies show support
p cell ‘what’ venral stream deficit?
mechanisms unclear - all children thought to have poor movement/eye control
how does GPC link to magnocellular pathway?

29
Q

treatments for magnocellular theory

A

training in convergence
omega 3 - boost myelination of visual pathways?
coloured glasses - not certainhow work but argues just as effective as other methods

30
Q

phonoloigcal awareness theory treatments

A
toe by toe 
- slow process of learning GPC 
- requires intense resourcing and supervision
jolly phonics
sound linkage
31
Q

comorbidity of dyslexia

A

link to motor problems, ADHD, specific language impairemnts (SLI)

32
Q

wider social issues : the rose report 2009

A

emphasises the role of GPCs and synthetic phonics teaching for children
teachers strusyter to identify at risk children as opposed to screening strategy
PROBLEMS: not full understanding of dyslexia, some children not respond to all treatment and need LT and trivialises the disorder
NEED SPECIALIST TEACHERS

33
Q

issues of dyslexia diagnosis

A

only diagnose via educational psychologist
assessment no solely reading (STM, motor coordination)
discrepancy vs delay - - GVPR likley to be diagnose as dyslexic but not discrepants

34
Q

what is acquired dyslexia

A

dyslexia via brain damage

35
Q

jyvaskyla 2012 longditudinal study of dyslexia

A

following the early development of children born at risk for dyslexia in finland
Familial risk for dyslexia is a strong predictor of difficulties in reading and spelling developmen - 4x more likely to develop dyslexia at end of grade 2 language development has been found to be linked to maternal supportive behaviour in play situations (Lyytinen et al., 2003b), maternal activating strategy (Laakso et al., 1999a), and to the amount of parent-child shared book reading (Torppa et al., 2007)

36
Q

stanovich 1986 IQ and dyslexia

A

31% corr between reading and iq in normal pop
the children inthese samples should have small but pervasive cognitive deficits, because on one omnibus index of cognitive functioning (an intelligence
test) they show a small deficit. They are not the
extreme statistical outliers that the definitions of
reading disability imply

37
Q

define phonological awareness

A

conscious awareness of the ability to manipulate the sounds within words

38
Q

bradley and bryant 1983 PA

A

experiences with rhyme before school effect later success in learning to read and write
longitudinal study and an intensive training program in sound categorization - measured before read and then related to their progress in reading, spelling, and mathematics over 4 yrs
high correlations between initial sound categorization scores and Ss’ reading and spelling over 3 yr - even when IQ and memory ability controlled for.
+ This suggests that training in sound categorization is more effective when it also involves an explicit connection with the alphabet.

39
Q

Castles and Coltheart 2004 PA review findings against b&b

A

b&b may measure phonemic awareness in addition to rhyme awareness (MacMillan, 2002).
This is because a child can potentially obtain the correct answer on many items, not by noticing that one word does not sound the same overall (a rhyme judgement), but by noticing that one word does not end in the same final sound (a phonemic judgement).
not a strong case to be made for rhyme
awareness being a significant independent predictor of reading and spelling acquisition.

40
Q

dual route lexical surface route

A

involves retrieving, from a mental lexicon, the phonological form appropriate to a particular orthographic stimulus.
by definition, the mental lexicon contains only representations of real words which the reader has previously encountered- unable to read nonwords

41
Q

dual route sublexical phonological route

A

using correspondence rules which specify relationships between submorphemic orthographic and phonological segments (e.g., GPC). Pronunciations are “assembled” from smaller orthographic components.
duces incorrect responses for
irregular or exception words, like yacht, as these words disobey the correspondence
rules

42
Q

holmes 1973 surface dyslexia case study

A

CD, was a 17-year-old girl with an IQ exceeding 100 but a reading age of only 10 years
Her reading performance closely resembled that of acquired surface dyslexics - more successful at reading aloud regular words than irregular words and made
frequent regularisation errors.
The authors attributed her performance to a selective difficulty in using the lexical procedure and so justified the use of the term developmental surface dyslexia to describe her condition.

43
Q

Temple and Marshal 1982 phonological dyslexia case study

A

HM a 17-year-old girl of average intelligence and with a reading age of around 10 years.
She could read aloud both regular and irregular words quite well, but performed very poorly on nonwords and rare words.
Her responses to the nonwords contained word components, suggesting that she used real word analogies in attempting to pronounce them.
HM had a specific difficulty in using the sublexical procedure and that her condition was therefore analogous to acquired phonological dyslexia.

44
Q

Powell et al 2007 Double Deficit

A

assessed RAN, phonological awareness, and reading performance in 1010 7- to 10-year-olds
RAN deficits occurred in the absence of phonological awareness deficits
Children with single
RAN deficits showed slower speed of processing than did closely matched controls performing normally
on RAN. However, regression analysis revealed that RAN made a unique contribution to reading
even after accounting for processing speed

45
Q

livingstone et al 1991 magnocellular deficit

A

recoreded VEP in normal and dyslexic subjects
dyslexic appear to show delay/deficit of neg evoked potential
thought to relate to magnocellular system
+ post mortem show - magnocall more disorganised, smaller cells which may lead to deficit

46
Q

define parvocellular deficit hypothesis

A

deficit at high luminance, high spatial frequency

and low temporal frequency

47
Q

whitney and Cornelissen 2005

A

deficits of pa may be a symptom>cause, of dyslexia -dyslexia results from the failure to form normal grapheme-phoneme associations
reading acquisition itself creates a phonemic representation, via ‘graphoneme’: linkages of graphemes to groups of phonetic features - phonemic encoding depends on a linkage to orthography.
the inability of dyslexics to perform phonological-awareness tasks would indicate the
absence of graphonemic representations