Learning to read & dyslexia Flashcards

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1
Q

We might expect that in languages which are more orthographically transparent there is a smaller difference between the accuracy of ___ & ___ word reading in the 1st year of school & expect…to be more difficult in….because…. However, Seymour’s (2003) data…

A

Real & pseudo. Pseudo word reading. Orthographically deep languages. You have not learnt possible exceptions regarding how to pronounce grapheme X in this nonword & so must rely on sometimes unreliable general rules. Did not show this consistently

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2
Q

On Seymour’s (2003) graph the green (right-hand) bars represent __ word reading and the x axis is labelled…

A

real. Increasing orthographic depth

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3
Q

On Rack’s (1994) graph the light green, left hand bar which is higher on recognition accuracy (than the dark blue, control bar) represents the phonetic condition - what does this mean? The other manipulation was…(left vs. right bar pairs)

A

The abbreviation differed from the pronunciation by only 1 phonetic feature rather than 2 (control words). Whether the key letter altered was at the beginning or middle of the word: changing the beginning letter disrupted reading more (i.e. the left bar pair is lower)

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4
Q

Goswami (1986) compared the ability to read by analogy when the target shared a rime, ___ or nothing in common with the clue word presented. Reading by analogy was successful for…. The red bars which are small for all 3 conditions represent…

A

Letters. Words sharing rimes only. Pre-test reading accuracy

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5
Q

Place these 3 concepts in order of when children become aware of them according to Goswami: Vowels, rimes & onsets

A

Rimes, then onsets & finally vowels

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6
Q

Nation (2007) in her investigation of the self-teaching H1 found main effects of ___ (1 vs. 2 vs. 4 ___) & test ___ (1 vs. 7 ___)

A

Exposure (times of presentation). Delay (days)

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7
Q

According to the DSM, the diagnosis of dyslexia requires 3 symptoms to be present. What are they?

A

a) reading ability is substantially below the person’s age, IQ & education, b) the disturbance interferes with academic achievement & daily activities & c) reading difficulties are in excess of those normally associated with any sensory deficit also present

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8
Q

On a graph where the X axis represents verbal mental age & the Y axis represents reading skill, dyslexics are those data points which fall…

A

Out of line with the +ve, linear correlation between verbal mental age and reading skill

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9
Q

What is the difference between a general & specific developmental disorder?

A

An impairment of all cognitive systems due to damage to general resources vs. an impairment to a single system, leaving “g” unaffected

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10
Q

What does constitutional mean?

A

Biological

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11
Q

Nation (2001) tested dyslexics’ vs. controls’ ability to name pictures. Two features of the names were manipulated:….

A

Their length (short vs. long) & their frequency of use (low vs. high F)

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12
Q

Nation (2001) used reading age matched controls. The controls’ reading age therefore matched their __, whereas the dyslexics’ CA…. The dyslexics were 4 years ___ than the controls

A

CA. Exceeded their RA. Older

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13
Q

Nation (2001) found that dyslexics made more errors on low & high frequency ___ words but showed no difference relative to RA matched controls on ___ words

A

Long. Short

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14
Q

Marshall (2001), Nation (2001) & Snowling (1986) provide evidence for the phonological representation H1. Name the 3 deficits which they found were exhibited by dyslexics:…

A

Deficits in phonological awareness, name retrieval & nonword repetition

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15
Q

Snowling (1986) compared the abilities of dyslexics, RA matched controls & CA matched controls to read aloud 3 types of word:…. It was found that dyslexics were especially impaired at ___ repetition i.e. impaired relative to RA matched controls & not just CA matched controls

A

High frequency real words, low F words & nonwords. Nonword

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16
Q

Name 2 other PRepresentation deficits exhibited by dyslexics but not shown by Marshall (2001), Nation (2001) nor Snowling (1986):

A

Deficits in phonological learning & verbal STM

17
Q

The upward trajectory shown by RA-matched controls in the ability to read ___ correctly is missing in dyslexics

A

Nonwords

18
Q

On the lecture flow diagram which links biology, cognition & behaviour, e.g.s of the phonological deficit are presented as ___. A left hemisphere deficit is also presented in the ___ section

A

Behaviours. Biology

19
Q

Other theories of dyslexia can be grouped into those referring to sensory deficits e.g. (3 things) or automatisation deficits e.g. (1.5 things). What are the specific deficits within these categories?

A

Sensory deficits in auditory processing, low-level visual processing & pan-modal temporal processing. Automatisation deficits relating to cerebellum damage, which predicts/ explains motor & learning impairments

20
Q

Are the “alternative theories” mutually exclusive of the PRepresentation H1s?

A

No, they all agree on the existence of a phonological deficit but disagree about its proposed origins and effects and about additional causes of dyslexia

21
Q

Give 2 e.g.s of languages with shallow vs. deep orthographies

A

Shallow: Italian & German (= Ms Cramb). Deep: English & French

22
Q

The lecturer argued that dyslexia incidence rates will not differ between languages of different orthographic depth but that its ___ ___ will

A

Behavioral manifestations