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DOLL > Dyslexia > Flashcards

Dyslexia Flashcards

1
Q

how do we read?

A

by decoding words - when reading irregular words try and use the sounds

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2
Q

dyslexia history

A

1896
- Percy - 14 year old boy - inability to read due to deficit storing visual representations of whole words –> congenital word blindness

1925 - perceptual disorder - twisted symbols

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3
Q

DSM 5

A

has to be bwloe age level
inaccurate or slow and effortful word reading
have to have attempted and failed

refers to specific impairment in reading

  • problems with: poor word recognition, decoding + spelling
  • ENGLISH - inaccurate and slow single word reading
  • other languages - reading accurate but slow

lots of risk factors - combination

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4
Q

who diagnoses and when?

A

educational psychologists - 8 years old

-heritable - environment provided

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5
Q

The rose review 2009

A

influential in how people viewed + approached dyslexia
- is a language learning disorder

-learning difficulty that affects the skills involved in accurate + fluent word reading

difficulties:
-PA, verbal memory, verbal processing speed- RAN task

continuum
-cooccuring difficulties in language, motor skills, mental calculation, concentration, personal organisation

how severe + persistent - how well intervention respond

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6
Q

Early school manifestation

A
  • letter sound learning
  • PA
  • decoding
  • spelling
  • probems copying
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7
Q

middle school manifestation

A

slow reading
decoding
phonetic or non spelling

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8
Q

adolescent

A

poor spooners test
reading fluency
slow writing
organisation

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9
Q

Cognitive theories:
Visual theories:

motion processing/attention

A
  • difficulty forming visual impressions
  • word blindness
  • twisted symbols

Magnocellular deficit: sensory/perceptual

  • visual cells detect motion
  • auditory cells detect changes
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10
Q

visual magnocellular system

A

-sensitive to motion
-RDK TESTS TO ASSESS function (motion vs fine details - parvo)
-see display of dots - how sensitive = how many dots need to be moving to detect the movement
dyslexic - poorer motion detection

affects reading - achieving perceptual stability

  • have to coordinate eyes to work together to focus on one thing at a time
  • if poor motion sensitivity - unsteady binocular vision leads to visual stress difficulties - cover one eye to treat
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11
Q

EVIDENCE FOR THEORY

A

Stein - visual symptoms dont affect all
-RDK only comes from one research group

-doesnt correlate well with reading or non word reading

Coloured overlay/lenses
-certain colours speed up processing in magno pathway 
hawthorne effect
-risk of bias
-no control group
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12
Q

Auditory magnocellular system

A

domain general sensory deficit
-phonemes differentiated by rapid changes in frequency and amplitude
>phoneme difficulty?categorical deficit?phonological deficit=decoding words very hard

FM+AM tasks - what degree of modulation necessary to be detected

  • more mod needed to detect
  • correlated with PA

links with ceebellum

  • involved incontrol of timing - muscle + eye movemens
  • tumours have reading difficulties
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13
Q

Visual attention - Valdois

A

briefly show series of letters + ask if was present

-unique predictor of reading scores

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14
Q

Ziegler 2010

A

dyslexic - deficits in letter not symbol task

-problem converting symbols to verbal labels

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15
Q

video games - intervention study

A

improves visual attention

-improves reading difficulties

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16
Q

Gori 2016

A

group comparison - RDK moving circles - dyslexic poorer motion

assessing high risk but not diagnosed - poor readers worse

intervention study - faster nonsense reading after intervention

17
Q

PHonological deficit hypothesis

A

PA correlates with reading + predicts growth

  • poorer at phonological tasks
  • learning to read improves phonologucal skills
18
Q

Meta analysis of risk studies

A

have more severe preschool language difficulties

poor vocab + phonological memory persist

dyslexic FR - poor PA + RAN
dont become dyslexic - weak PA

evidence for endophenotype

19
Q

Hulme 2015

A

intervention

-PA + LSK mediated gains in reading

20
Q

speech perception

A

what causes phonological deficit? underlying problem in speech or auditory perception

  • poor categorical perception
  • allophonic perception - heightened perception of differences within cat
  • less clear boundary but extra sensitive to differences at ends

-speech percep performance didnt correlate with phonological tasks or decoding

21
Q

Auditory processing

Rapid auditory temporal processing decifit

A

deficit processing rapid auditory changes - short or gaps

22
Q

frequency detection deficit

A

less sensitive to frequency differences to distinguish phonemes

23
Q

onset rise time

A

less sensitive to amplitude changes - prosody

24
Q

risk studies: auditory processing

A

finnish - sounds + ERP

  • differences right hemisphere
  • related to oral laguage 2.5yr
25
Q

Risk studies: ART

A

sensitivity to how sharp increase in volume is

-predictor of reading even when accounted for Letter knowledge and PA

26
Q

2 most important factors of word reading:

A

lettersound knowledge

phonological awareness

27
Q

pennington 2012

A

prediction at individual level using 3 risk factors:

  • PA, language, RAN= early deficit
  • reading fluency first grade = outcome

compared single deficit model to hybrid deficit

  • not all had phonological deficit
  • prediction more accurate if allow them to have one of the deficits
  • PHONOLOGICAL MOST COMMON DEFICIT
28
Q

Thompson 2012

A

strongest predictor family history

  • 3.5yr - LSK predictor
  • school age: LSK, PA, RAN predictors
29
Q

Saskida 2016

A

phonological deficit may not explain all

  • tested phonological, visual, visual attention deficit
  • -phonological most common deficit
  • visual not comon at all
30
Q

BIOLOGICAL

visual motion processing: FMri

A

dyslexic matched with age + reading
-similar to reading match
reading intervention = phonological intervention - increased readig - increase in visual motion processing

31
Q

dyslexic brain

A

fmri - reduced activation LEFT ANTERIOR TEMPORAL

mri - differences in grey + white matter - LEFT INFERIOR TEMPORAL

32
Q

Hoeft longitudinal

A

greater right lateralised PF activation in printed word + rhye

right superior longitudinal fasciculus white matter organisation predicted reading growth

33
Q

genes

A

50% heritable
PA + decoding deficits shared genetic origins
many gene variants
-DXY2 - chromosome 6

may be result of grey + white matter differences in left temporal lobe and compensatory processing in right hem

DOLL (7 decks)

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