W9 literacy, dyslexia Flashcards
(25 cards)
what is literacy
what side of brain
ability to read and write
left brain more than right
australian readers types
most to least
- engaged reader 30%
- avid 22%
- non readers 10%
- lapsed 7%
benefits of reading
- memory
- learning
- reading reduced violence
- empathy
methods to study literacy include
- speed/reaction
- pronunciation
- acquired/dyslexia
- non-word repetition
- letter-sound mapping
- word retrieval
Stroop effect shows that reading…
is learned!
- hard to reduce once learned
ie. reading word rather than colour
Word lists 3 types
- regular (bed, free)
- irregular (different sounds like eye, good)
- pseudowords (fake words, farl, delk)
after pseudo, WOLF can be said like woLf
lexical decision
is this a word
click left/right
GONTA + TANGO
Frequency of word vocab
high freq = commonly known
low = uncommon
less common, low vocab = slower reaction
Developmental vs Acquired difficulty/dyslexia is
Developmental = organic
Acquired = cognitive deficit after lesion/stroke/decline
eg. Bruce Willis aphasia difficulty speaking
literacy via eye tracking
- first languages vs second
- parallel processes (reading and seeking/tracking)
we skip words when reading
kids eyes fast first lang
2nd lang fixations
Coltheart 2001
Dual-route model
(written input to spoke output)
written input:
letter identification
–>written word
–> meaning/semantics
–> spoken words (phonetic)
OR
letter position
–> letter-sound correspondences
BOTH LEAD TO SPOKEN OUTPUT
written word can go straight to spoken
Dyslexia subtypes
Phonological dyslexia
LETTER-SOUND CORRESPONDENCE problem
- poor non-word reading
- paralexia = reduced reading ability, suplement/transposition of words, syllables
eg. pivot/provoked, press/pass
Neological = new word/expression, or creation/use
eg. heroic, heretic
intervention by= train letter-sound
poor non-word reading
2 surface dyslexia
written words impacted/problematic in model
- reading aloud errors
-** poor irregular word reading**
- intervention by training unknown sight words
Poor comprehenders/hyperlexia is
Symptom = poor comprehension
model = meaning/semantics, WM
intervention = train semantics, grammar
meaning of words get lost
letter identification/neglect dyslexia
symptom = poor recognition/matching
- ignore side of words
model = letter identification problem/visual
intervention = training, orientation,fonts
letter position dyslexia
symptom = letter position errors
- eg. cloud = could, there = three
model = visual-analyser
fix with finger tracking
deep dyslexia is
- non-word poor
- semantic, visual, morphological error
= no letter-sound
= no word to meaning or word to spoken
right brain
intervention = blending sounds, letter-sound
eg married =wedding, sleeve=sheep
attentional dyslexia is
intrusions between words or lines
(fig tree = fig free)
single-word reading test cant diagnose
- poor attention to target word
help by word-train square
fluency difficulties affects
all boxes of the model
- symptom of slow reading
- low processing speed
- intervention with PRACTICE!
learning to read changes the brain…
- illiterates - left hemisphere more response to faces/tools
- literates + ex-illiterates = learned in adulthood, left hemisphere less activation
4 brain regions for reading are:
- Broca’s area inferior frontal lobe
- wernicke’s area = inferior parietal
- anterior, mid-temporal lobe
- Fusiform gyrus - visual word form area
Broca’s area
- inferior frontal lobe
- for semantics/production
- TMS supresses lip
Wernicke’s area
- inferior parietal lobe
- activated by non-words
- damage = gibberish words
surface dyslexia = hyperactive here
anterior + mid-temporal lobe
- semantic memory
activated by meaning - irregular word reading
