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Neuropsychology > reading disabilities > Flashcards

reading disabilities Flashcards

(61 cards)

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1
Q

Is reading SLD caused by learning ______ requiring different interventions that are ______.

A

deficits

individualized

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2
Q

Model of Service Delivery (Hale)

Tier 1 :__ % Served

A

85%

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3
Q

Tier 2 :__ % Served

A

10% Problem-solving approach

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4
Q

Tier 3 :__ % Served

A

5% individualized special education

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5
Q 
The Cognitive Hypothesis Testing Model
#1 - Theory
A

Presenting problem
cognitive strengths and weaknesses
intervention Consultation
continue/terminate/ modify

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6
Q 
The Cognitive Hypothesis Testing Model
#2 - Hypothesis
A

choose plausible intervention

intellectual / cognitive problem

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7
Q 
The Cognitive Hypothesis Testing Model
#3 - Data collection
A

Administer/score intelligence tests

collect objective intervention data

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8
Q 
The Cognitive Hypothesis Testing Model
#4 - Interpretation
A

Interpret IQ or demands analysis
interpret constructs/ compare
determine intervention efficacy

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9
Q

WIAT - III USES THIS MODEL:

A

The Concordance-Discordance

Model of SLD Identification

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10
Q

Phonological awareness
Symbolic representation
Phoneme-grapheme correspondence

A

Word recognition

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11
Q

Timing/automaticity
Semantics
Receptive language
Syntax

A

Reading Comprehension

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12
Q

Sequencing

Word attack vs. sight word Strategies

A

Word recognition

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13
Q

Working memory
Pragmatics
Explicit-factual vs. implicit-inferential Comprehension

A

Reading Comprehension

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14
Q

automatic: proficient reader reads automatically

A

no dorsal stream

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15
Q

Damage to left hemi - ventral stream

A

difficulty recognizing sight words

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16
Q

Broca’s area

A

front dorsal stream

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17
Q

damage to right hemi - ventral stream

A

difficulty with sight words and perception of affect and faces

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18
Q

Reading fluency

A

Ventral stream

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19
Q

Basic word reading

A

Dorsal stream

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20
Q

damage to left hemi - dorsal stream

A

poor left / right orientation

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21
Q

poor sound symbol associations

A

Damage to left hemi -dorsal stream

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22
Q

Letter reversal

A

damage to left hemi - dorsal stream

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23
Q

Poor reading fluency : object naming limited

A

Damage to left hemi - ventral stream

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24
Q

Broca’s area

A

sounding out words & decoding

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25
Decoding and recognizing words =
quick and efficient
26
slow reading leads to....
poor comprehension
27
reading fluency =
good comprehension
28
Some kids who use ____ stream to read everything never understand. _____ stream needed for fluency
dorsal, | Ventral
29
Can have child who sounds out every word and does well in spelling, but they don’t ______.
comprehend
30
Need the _____ stream to read quickly and
efficiently
31
Words are objects, which the ____ stream recognizes
Ventral
32
words starts out ____, but then when you get it, it is transfered to the ____ stream.
Dorsal, | Ventral
33
Efficient reader transfers a word they learned into their _____ stream.
Ventral
34
Process of learning new words is process of transferring from____ where you _____ it, to ventral where you recognize it by ____.
Dorsal , Decode | Ventral, sight
35
requires sounds, symbols, morphemes, letters and connecting them together to decode sound and symbols...
Decoding
36
efficient reading requires
Sight word recognition (visual memory)
37
not able to have sight-word recognition to recognize word quickly and efficiently, can’t recognize whole words.
Visual memory problems (VENTRAL STREAM)
38
Spelling is more a....
dorsal stream process
39
Need to transfer from...
the dorsal to the ventral
40
The kids that guess at words instead of decoding words...
might not know how to decode and make that sight-sound relation.
41
Way to teach fluency:
repetition, sight-word approaches on flash cards, repeated reading, faster reading. Flash cards are a good way
42
flash cards
develops sight-word approach.
43
Wernickes area
comprehends
44
Reading efficiently is important because of
frontal lobe aspect: working memory
45
Difficulty connecting numbers with quantity and math algorithms, limited comprehension of EXPLICIT language
Damage to left Hemi (occipital- temporal-parietal crossroads and wernicke's area)
46
difficulty connecting sounds (phonemes) with symbols (graphemes)
Damage to left Hemi (occipital- temporal-parietal crossroads and wernicke's area)
47
Poor math problem solving & comprehension of IMPLICIT lang, poetry
Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke's area)
48
Difficulty with new learning and integrating different types of info
Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke's area)
49
Poor understanding of humor
Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke's area)
50
Poor Verbal prosody & word subsitution ( verbose), limited pragmatics
Damage to right hemi BROCAS AREA
51
Halting speech with little output & difficulty with ARTICULATION
Damage to LEFT Hemi BROCAS AREA
52
Difficulties with SYNTAX
Damage to LEFT Hemi BROCAS AREA
53
difficulties with impulse control
Damage to LEFT Hemi BROCAS AREA
54
Can’t decode: can’t access____meaning of the word.
lexical
55
Broca’s area for ___. Order words in sentences.
Expression
56
Syntax & clauses
Broca's area
57
Talk very little, say few words
Broca’s aphasia
58
Simple syntax
left brain
59
Complex syntax with modifying clauses
Right brain
60
difficulty with understanding language or speaking language.
APHASIA
61
difficulty carrying out motor acts: writing, tying shoes, riding bike, etc.
APRAXIA

Neuropsychology (8 decks)

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