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ECU Language + Learning Disabilities > Lecture 5 - Dyslexia > Flashcards

Lecture 5 - Dyslexia Flashcards

1
Q

What are the three main phonological code Deficits seen in Dyslexia?

A

Storing phonological codes in memory

Retrieving phonological codes in memory

Using phonological codes in memory

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2
Q

Children with Dyslexia have deficits in ______ awareness and ______ production. They also have problems learning to _____ and ______ printed words.

A

Phonological

Speech

Decode

Spell

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3
Q

What Later Deficits are often seen in Dyslexia?

2

A

Reading comprehension

Written language.

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4
Q

Children needs _______ to print, _______ in how print works, and opportunities to _______ (Adams, 1990).

A

Exposure

Explicit instruction

Practice reading

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5
Q

Joint book reading provides _______. It accounts for ___% of variance in reading outcomes.

A

Experiences with print

8%

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6
Q

What happens to children who have less exposure to print?

A

Higher risk of reading difficulties

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7
Q

Response to Intervention (RTI) is supposed to rule out ______ as a cause of RD.

A

Lack of instruction

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8
Q

Does Intensity of Instruction make a difference in RD?

A

Yes

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9
Q

What is the basic need for reading?

A

Letter identification

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10
Q

What is the Matthew Effect?

1+4

A

Children who are poor readers have …

  • Fewer opportunities for practice
  • Less desire to read
  • Lower expectations from teachers
  • No motivation to succeed (Stanovich, 1986)

[From the verse: “For to everyone who has, more shall be given, and he will have an abundance; but from the one who does not have, even what he does have shall be taken away (Matthew 25:29)]

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11
Q

What will happen when teachers have low expectations?

A

Students will not feel motivated to succeed

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12
Q

Is there a Genetic Basis for reading disorders?

A

Yes

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13
Q

If one Sibling has a Reading Disorder, then there is a __% chance that another sibling has a RD.

A

40%

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14
Q

If one Identical Twin has a Reading Disorder, then there is a __% chance that the other twins has a RD.

A

68%

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15
Q

If one Fraternal Twin has a Reading Disorder, then there is a __% chance that the other twins has a RD.

A

40%

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16
Q

What Chromosomes seem to play a role in Reading Disorders?

3

A

1

6

15

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17
Q

Does handedness increase the risk of Reading Disorders or Dyslexia?

A

No

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18
Q

What structure in the temporal lobe is involved in language processing?

A

Planum temporal

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19
Q

What three symptoms are seen in the Planum Temporal in individuals with Reading Disorders and Dyslexia?

A

Symmetrical with RD + Dyslexia

Is usually larger in Left H.

Have word finding deficits

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20
Q

What other areas are often affecting in individuals with Reading Disorders & Dyslexia?

(3)

A

Corpus callous

Inferior parietal lobe

Cerebellum

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21
Q

What three Neural Systems are used for Reading?

A

Dorsal

Ventral

Frontal

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22
Q

Where is the Dorsal Route?

What does it do?

A

Temporoparietal

Phonological processing and mapping letters-sounds

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23
Q

Where is the Ventral Route?

What does it do?

A

Occipitotemporal

Processing visual word forms

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24
Q

Where is the Frontal Route?

What does it do?

A

Inferior frontal gyrus

Effortful phonological processing

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25
What is seen in the Neural Systems in Children with Dyslexia? (2)
Less activation of dorsal route More frontal route activation
26
What Infants are more at risk for dyslexia?
Those who lack of neural response to sound (EEG)
27
What kinds of Visual Deficits are seen in Children with Dyslexia? (3)
Reversals Erratic Eye Movements (also normal) Transient Processing Deficits
28
Reversals are part of typical development until age ___. Children can ______ accurately, but not ______ (Vellutino et al, 1973, 75)
7 Copy Read
29
___________ movements are needed for reading.
Erratic Eye | Not necessarily a problem. Could show a child is checking what they are reading
30
What is Scotopic Sensitivity Syndrome? (Irlen, 1983) Does research back it up?
Intervention program with colorful overlays Not scientifically proven because reading is photooptic
31
What are Transient Processing Deficits? | 3
Sensitivity to global visual features ( if slowed will lead to visual distortions during reading) Sustained system (looks at fine detail) Identifying words needs parallel operation of the visual system
32
Tall (1980) found that deficits in auditory perceptions of rapidly presented non-speech sounds may affect ______. Differences in time ___________ negatively impacts speech perception and may impact perception of reading.
Reading Between sounds (inter stimulus interval (ISI)
33
What can significantly help children with Auditory Processing Deficits?
Slowing down your speech
34
Ramos (2003) found that ___% of kids with ADD/ADHD and specific language impairments (SLI) have auditory deficits.
39%
35
What did Goswami (2002) find that impacts phonological awareness development?
Lack of sensitivity to syllable-level prosodic information in speech
36
What age period is important to developing sensitivity in rise time in words/sounds (Corriveau et at, 2010)
4.5 yrs to 5.5 yrs
37
What is often Comorbid with RD? Wha is it not causal?
ADHD - 15% (Gilger et al., 1992) Attention is important to reading, but not a primary cause of RD
38
Reading is a ________ activity.
Language-based
39
__________ impact reading.
Language deficits
40
__________ deficits are found in preschool and Kindergarten children with reading deficits.
Semantic-syntactic
41
___% of children with language impairments have reading comprehension deficits (>1SD) below mean.
50%
42
Language impairment deficits in Kindergarten remained in _________ (Catts et al., 2008).
10th grade
43
What six deficits will Poor Readers exhibit?
Expressive and receptive vocabulary Production/comprehension of text-level language Reading deficits – decoding Phonological awareness Low scores on oral language tests Nonphonological aspects of language prior to reading instruction
44
On Oral language tests, ___% of poor readers had trouble with vocabulary. (Catts, et al., 1999)
39%
45
On Oral language tests, ___% of poor readers had trouble with grammar. (Catts, et al., 1999)
56%
46
On Oral language tests, ___% of poor readers had trouble with narration. (Catts, et al., 1999)
44%
47
What are two Nonphonological Aspects of Language that can affect reading comprehension?
Attention Executive functions
48
What is Phonological Awareness? | 2
Awareness and sensitivity to sound structure of speech Ability to attend to, reflect on, and manipulate the speech sounds in words
49
The fact that words are ___________ is not apparent to most people without practice or instruction in alphabetic orthography.
Composed of individual phonemes
50
What will be seen if you have not received orthographic instruction?
Difficulty with segmentation and blending
51
What is Blending?
Combining individuals phonemes | What word am I trying to say? /m/.../æ/.../p/
52
What is Segmentation - First Sound Isolation?
Isolating first sound in word | What is the first sound in mop? /m/
53
What is Segmentation - Last Sound Isolation?
Isolating the last sound in word | What is the last sound in mop? /p/
54
What is Segmentation - Complete?
Isolating all sounds | What are all the sounds you hear in mop? /m/ /o/ /p/
55
What are two preparatory activities in the early stages of developing Phonological Awareness?
Developing listening habits Tuning into print
56
What are two Rhyme Awareness skills needed for Phonological Awareness?
Identifying rhyming words Producing rhyming words
57
What are three Phoneme Awareness skills needed for Phonological Awareness?
Identifying the initial sound of a word Identifying the final sound of a word Identifying the middle sound of a word
58
What are three Segmenting skills needed for Phonological Awareness?
Segment sentences into words Segment words into syllables Segment words into sounds
59
What are two Blending skills needed for Phonological Awareness?
Blend syllables into words Blend sounds into words
60
What are four Manipulation skills needed for Phonological Awareness?
Delete syllables from words Substitute syllables in words Delete sounds from words Substitute sounds in words
61
What are two Word Finding Difficulties?
Substitutions Circumlocutions
62
What are Substitutions?
Replacing the unfound word with another | i.e., knife for fork
63
What are Circumlocutions? | 2
Talking around the unfound word Overuse of words lacking specificity (“stuff,” "thing”) (i.e., ”you know, that thing you eat with”)
64
What are three ways to assess Phonological Retrieval?
Confrontational Naming Rapid Automatic Naming Stoop Test
65
What is Confrontational Naming? Why do we do this?
Naming pictures Children with dyslexia were slower and less accurate on receptive test (e.g., PPVT)
66
What is Rapid Automatic Naming?
Timed naming of pictured objects, numbers, letters
67
What is Stroop Test?
Say color of words listed (not the word)
68
What is a Double Deficit in Phonological Retrieval? What does this result in?
A combined deficit in poor phonological awareness and rapid naming deficit Resulting in RD
69
What specific deficits are seen in Double Deficit in Phonological Retrieval? (5)
Attention Perception Memory Lexical processes Articulatory processes
70
What is Phonological Memory?
The encoding and storage of phonological information in memory
71
How do we assess Phonological Memory? What will we see for children with Reading Disorders?
Assessed using memory-span tasks (e.g., letters, numbers) RD will do worse than nonRD
72
What are Speech-Sound Memory Codes the most efficient way to hold?
Verbal information in memory (Baddeley, 1986)
73
Due to Phonological Memory, children with RD will have difficulty with _______ and _______ words.
Rhyming Non-rhyming
74
Due to Phonological Memory, children with RD will do worse with ______ and ________ repetition when compared to good readers.
Nonword repetition Low frequency real words
75
What does trouble with Phonological Production impact? | 3
Ability to name pictures with complex names (e.g., ambulance, thermometer), Phonologically complex words (e.g., aluminum) Phonologically complex phrases (brown and blue pants)
76
Speech planning deficits may contribute to ___________ for people with RD (Apthorp, 1995).
Speech production problems
77
Children with more severe __________ and broad-based __________ and poorer performance on __________ tasks are at risk for reading disabilities.
Phonological disorders Language impairments Phonological awareness

ECU Language + Learning Disabilities (11 decks)

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