Dyslexia Flashcards
Critchly and Critchly (1978)
misconception that dyslexics are not taught properly
McGuiness (1997)
- label and stigmatise - need to be taught with an appropriate method - BUT in that case all children would have dyslexia
Jim Rose (1992)
- must identify those who are dyslexic
- continuum
- affects PA, verbal memory and verbal processing
Siegel (1992)
can have a low/ high IQ and dull have dyslexia
Hinshelwood (1990)
- visual processing focus, congenital word blindness
- sterephosymbolia - twisted symbolism
- image alteration
Vellutino (1987)
fuzzy awareness of sounds - verbal mediation, phonemic segmentation
Frith (1999)
left hemisphere - proximal and sitar courses with sound based skills
Snowling (2011)
science of dyslexia is advanced - guide design of intervention approaches - no. of different pathways
Snowling and Hulme (2011)
need a dimensional approach - dyslexia difficulties with comprehension
4 theories
- pure phonological deficit - abnormalities in left perisylvian areas involved in phonology
- cerebral theory - timing deficit
- temporal processing theory - difficulty processing rapid changing stimuli
- magnocellular theory - deficit in suppression of visual traces
White et al (2006)
tested theories in 8-12 yr olds - supported phonological deficit theory stress and visa accounted for some variance
Shapiro et al (2015)
250 children - PA, VSTM,
Smith (2011)
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
Goodman (1967)
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
Snow and Juel (2005)
phonics are fundamental
Hatcher, Hulme and Snowling (2004)
4 matched reception groups
- reading with rhyme
- reading with phonemes
- rhyme with phonemes
- control
- strong phonics component
- phonics are not good for all TD children
Rose Report (2006)
synthetic phetic appraoch 1. GPCs 2. blending apply segmentation to spell 4. blending and segmenting are reversible processes
Torgessen et al (2001)
intervention of 9-10 year olds, with reading levels of 5-6
- auditory discrimination
- embedded phonics - identify and chunk
intense - 67.5 hours in two 50 minute sessions
both improved pre and post test
Goswami (2006)
LH enlarged - tap to metronome - adults link with rhyme and literacy
Alyward et al (2003)
28 hrs - 2hrs, 14 days
- focus - PA, fluency, comprehension, LSK, children improved
ALSO - neuroanatomical changes - brain plasticity - observable brain changes
Simos et al (2002)
PA based intervention worked well - should look longitudinally. No clinical significance
Simos et al (2007)
15 dyslexic patients (6-8), phonological encoding, educationally sig, improvements
- individual differences
Reid and Cummings (2013)
new technology e.g. phones and laptops - applications generate self confidence and specific skills - BUT should not replace traditional learning strategies
Cuydell and Butterworth (1999)
Japanese and English speaking boy - only and dyslexia in English
