Week 7 - Deep Dyslexia Flashcards by Supernerdbrain studynerdwhogets7's

Dyslexia

• Dyslexia = reading disorder
• Problem going from print to pronunciation of
item
• Acquired dyslexia
• Developmental dyslexia

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Deep Dyslexia

• First systematic study – Marshall & Newcombe
(1966)
• Typically an acquired reading impairment
• Cases of developmental Deep Dyslexia in the
literature
• Defining symptom semantic error in reading
aloud

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• Symptoms of Deep Dyslexia

• Unvarying across cases of Deep Dyslexia

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• Key symptom

• Semantic errors in reading single words out loud

eg. tandem > say “cycle” instead
cost > say “money”

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• Visual errors

produce a word that looks similar to the presented word

eg. signal > single

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• Visual-then-semantic errors

Visual error first than a semantic error on the replacement word:

eg. sympathy (symphony) > then say “orchestra”
favour (flavour) then say > “taste”
charter (chart) > map

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What is the imagability effect?

• Better at reading concrete than abstract
words
eg − Better at saying butter and windmill than grief and
wish

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Errors with abstract words are….

when trying to read abstract words will create visually related but highly imageable words, eg wish > wash
wash more concrete (highly imageable)

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better at content than…

function words
 Content words (nouns, verbs, adjectives)
 Function words (was, quite, of)

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• Function word errors

Different kind of function word

Was > with
If > yet
Quite > perhaps
(no access to semantic system) (can access the function word store but get it wrong)

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• Morphological errors (derivational errors)

put letters in wrong place (listen to lecture)
eg. edition > editor
Courage > courageous
(derivational errors)

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Very poor _____reading (____words)

nonword; nonsense
eg - brane, phocks

(GPC impaired)

Spelling and writing may be impossible
• If possible then symptoms are equivalent to
those listed above
• All patients with deep dyslexia show all of
these symptoms

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Explanations for Deep Dyslexia

• Impairment(s) to the normal left hemisphere
reading system through many different
approaches
OR
• Reading occurs via a secondary right
hemisphere reading system

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Impairment to left hemisphere reading

system

• Deep Dyslexia patient reads via a multiply
damaged LH (Morton & Patterson, 1980)
• Nonword reading abolished – letter to sound rules abolished
• Direct connection between orthographic input lexicon and the phonological output lexicon
must be impaired as word reading is poor
• Function words – can do visual LDT and can
produce them as they typically make function
word substitution errors
• Problem must be one between word
recognition and word production
• Reading worse for abstract than concrete words, impairment semantic system that is
worse for abstract than concrete words
• Semantic system impaired  semantic errors
e.g. canary  parrot
• Damage to connection between semantic system and phonological output lexicon
• Deep dyslexic correctly understands a printed
word but makes a semantic error reading it
• Damage to component syntactic system processes prefixes and suffixes (morphological
errors in reading affixed words)

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Right hemisphere hypothesis

• Both LH and RH approaches agree reading occurs
via orthography, phonology and semantics
(Coltheart, 2000).
• If LH cannot do one of these processes then RH
must take over
• Coltheart (1980) Deep Dyslexia loss access from
print to the LH orthographic lexicon
• Deep Dyslexia reads “word” via RH orthographic
lexicon  semantic representation  information
send to LH phonological lexicon to retrieve
phonology (“say word aloud”)

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Right hemisphere reading

• Semantic errors – incorrect selection of target
from activated candidates  LH
• Activation of nonword phonology in RH nonexistent
– cannot say nonwords
• Errors deep dyslexia due to use RH reading
system

Brain Damage

• Widespread damage to left hemisphere
• Developmental case – no damage cortex or
white matter
• Orthographic processing – left occipital and
occipitotemporal regions
• Semantic processing – border between superior
and middle temporal gyrus, areas BA21 and
BA22 (LH)
• Phonological output – LH frontal operculum

Diagnosis and rehabilitation of Deep
Dyslexia patient
Ska, Garneau-Beaumont, Chesneau &
Damien (2003)

Diagnosis and rehabilitation of DD patient
• Ska, Garneau-Beaumont, Chesneau & Damien
(2003)
• Assess reading of DD patient according to a
cognitive model of reading
• Assess a priming paradigm rehabilitation program
focus on the lexical route to reading aloud
• Patient JH 56 yrs old in 1997
• Suffered a left ischemic cereal vascular Sylvain
stroke following a triple aorta-coronary by-pass
operation
• Right hemianopsia, right brachio-facial
hemiparesis and receptive and expressive aphasia
symptoms

Diagnosis and rehabilitation of DD patient
• Appeared to have DD
• JH right handed physician, multi-lingual
• One year JH individually followed by speech
therapist 4 x week
• Two years in a rehabilitation program, 3
individual therapies a week, exercises to be
done at home and a weekly group therapy
session
• Dec 2000 JH began rehabilitation for his reading
problems

Assessment of JH’s Deep Dyslexia (DD)

Peripheral processes

 Matching identical words
 Letter identification among visually similar
letters
 Letter identification among auditorily similar
letters
 Letter denomination
 Word and nonword repetition
 Unexpected delay repetition of words

Peripheral Processes

• Assess being able to process auditorily
presented words
• Repeat words & nonword aloud
• Match letters to spoken letters
• Also process individual letters that were
visually presented

Assessment of JH’s Deep Dyslexia (DD)

• Phonological route

Letter Reading (YES!)
Phoneme Reading (No)
Phoneme Identification (No)

Phonological route

Grapheme-phoneme route

Letter reading
Phoneme reading
Phoneme identification

Assessment of JH’s Deep Dyslexia (DD)

• Lexical route

Reading words aloud - (No)

Reading non-words (no)

Assessment of JH’s Deep Dyslexia (DD)

• Assessing linguistic variables

Word length effect
Word frequency
Orthographic complexity
Concrete vs. abstract words

Assessment of JH’s Deep Dyslexia (DD) | • Error analysis

– semantic, phonological, visual, | morphological

Assessment of JH’s Deep Dyslexia (DD) | • Phonological lexicon

 auditory lexical decision task (yes)

Assessment of JH’s Deep Dyslexia (DD) • Orthographic lexicon

Failed - visual lexical decision | Passed - Irregular words letter switch task

Lexical Route (orthographic route)

•Reading words •Reading non-words (type of errors relevant here) •Visual lexical decision and letters switched within a word •Word length, frequency effects and orthographic complexity •Concrete vs. abstract (link with semantic system)

Assessment of JH’s Deep Dyslexia (DD) | • Semantic system

Passed all the following: ``` Odd item Odd item with subtle relations Written word-picture matching Semantic relation between picture and written word Picture-written word matching ```

Assessment of JH’s Deep Dyslexia (DD) | • Semantic system

failed all: X Odd item X Odd item with visually similar words X Semantic matching

Semantic system | what, tests?

•Odd items •Written word-picture matching •Semantic relations between picture and word •Picture-written word matching •Matching and semantic relations task using only verbal input

Assessment of JH’s Deep Dyslexia (DD) | • Phonological output lexicon

Passed: Picture naming task Semantic association task Failed: X Homophones X Word designation

Phonological output lexicon

* Picture naming task * Semantic association task * Homophones * Word designation

JH’s Deep Dyslexia (DD) summary

• Impaired phonological route to reading aloud • Orthographic route to reading aloud impaired even though he can read irregular words aloud • Errors – semantic, morphological, phonological for reading real words • JH has deep dyslexia

Rehabilitation of JH’s Deep Dyslexia (DD)

• Aim to use matching pictures to their written labels to build a new lexicon • Tasks & Method: pre-test 140 concrete written words (76 low freq, 64 high freq.) • At pre-test 34 (24%) words read correctly • No frequency effect • 50 words that were badly read or not read were selected for use in the training program • Other 56 words not use in training • Post-test: 140 words presented for reading aloud • Post-test: run 1 week after rehab program, 8 month follow-up

Rehabilitation of JH’s Deep Dyslexia (DD) | • Training

• Weekly session with speech therapist. • Words to be read aloud presented in blocks • Each block practised once during a training session • Word written on one side of a card, picture and word written on other side of card • JH tried to read word alone, then look at picture to identify word • Word read by speech therapist • JH invited to construct a mental association between picture and written word • Training (cont.) • During the week JH read words twice a day • Next session studied words assessed without picture support and a new block of words presented • Final session were words presented that were read incorrectly at the weekly meeting • Total of five sessions • Post-test and follow=up JH required to read all 140 words

Rehabilitation Results

• Post-test 84/140 (60%) word read correctly – Trained words 90% correct – Non-trained words 18% correct – Original words correctly read 85% correct • 8 month follow-up JH read 260 words (140 old words) – 55% correct original 140 words – 84% correct on trained words – 25% correct non-trained words – 62% original words correctly read

Rehabilitation Implications

• After only 5 training sessions there was a specific training effect • No progress on control tasks • Use of picture and auditory input assisted JH • JH retained a high score on the trained words at 8 month follow-up despite no written contact with these words during that time • Training via the lexical route does not allow the effects to generalise to learning new words beyond those trained • Training did increase JH’s motivation to continue with reading