Dyslexia

Question 1

Critchly and Critchly (1978)

Answer 1

misconception that dyslexics are not taught properly

Question 2

McGuiness (1997)

Answer 2

• label and stigmatise - need to be taught with an appropriate method - BUT in that case all children would have dyslexia

Question 3

Jim Rose (1992)

Answer 3

• must identify those who are dyslexic
• continuum
• affects PA, verbal memory and verbal processing

Question 4

Siegel (1992)

Answer 4

can have a low/ high IQ and dull have dyslexia

Question 5

Hinshelwood (1990)

Answer 5

• visual processing focus, congenital word blindness
• sterephosymbolia - twisted symbolism
• image alteration

Question 6

Vellutino (1987)

Answer 6

fuzzy awareness of sounds - verbal mediation, phonemic segmentation

Question 7

Frith (1999)

Answer 7

left hemisphere - proximal and sitar courses with sound based skills

Question 8

Snowling (2011)

Answer 8

science of dyslexia is advanced - guide design of intervention approaches - no. of different pathways

Question 9

Snowling and Hulme (2011)

Answer 9

need a dimensional approach - dyslexia difficulties with comprehension

Question 10

4 theories

Answer 10

1. pure phonological deficit - abnormalities in left perisylvian areas involved in phonology
2. cerebral theory - timing deficit
3. temporal processing theory - difficulty processing rapid changing stimuli
4. magnocellular theory - deficit in suppression of visual traces

Question 11

White et al (2006)

Answer 11

tested theories in 8-12 yr olds - supported phonological deficit theory stress and visa accounted for some variance

Question 12

Shapiro et al (2015)

Answer 12

250 children - PA, VSTM,

Question 13

Smith (2011)

Answer 13

role of genes in dyslexia - genes associated with learning and language phenotypes - not a gene for reading, maybe genetic processes relate to phonological skills - epigenetic control of gene expression

Question 14

Goodman (1967)

Answer 14

whole language approach - reading is psychometric guessing

adults guess a lot of words when they read due to context - reading for measuring is dependent on good decoding skills

Question 15

Snow and Juel (2005)

Answer 15

phonics are fundamental

Question 16

Hatcher, Hulme and Snowling (2004)

Answer 16

4 matched reception groups

1. reading with rhyme
2. reading with phonemes
3. rhyme with phonemes
4. control

• strong phonics component
• phonics are not good for all TD children

Question 17

Rose Report (2006)

Answer 17

synthetic phetic appraoch 
1. GPCs
2. blending 
apply segmentation to spell 
4. blending and segmenting are reversible processes

Question 18

Torgessen et al (2001)

Answer 18

intervention of 9-10 year olds, with reading levels of 5-6

1. auditory discrimination
2. embedded phonics - identify and chunk

intense - 67.5 hours in two 50 minute sessions
both improved pre and post test

Question 19

Goswami (2006)

Answer 19

LH enlarged - tap to metronome - adults link with rhyme and literacy

Question 20

Alyward et al (2003)

Answer 20

28 hrs - 2hrs, 14 days
- focus - PA, fluency, comprehension, LSK, children improved
ALSO - neuroanatomical changes - brain plasticity - observable brain changes

Question 21

Simos et al (2002)

Answer 21

PA based intervention worked well - should look longitudinally. No clinical significance

Question 22

Simos et al (2007)

Answer 22

15 dyslexic patients (6-8), phonological encoding, educationally sig, improvements
- individual differences

Question 23

Reid and Cummings (2013)

Answer 23

new technology e.g. phones and laptops - applications generate self confidence and specific skills - BUT should not replace traditional learning strategies

Question 24

Cuydell and Butterworth (1999)

Answer 24

Japanese and English speaking boy - only and dyslexia in English