Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ECU Language + Learning Disabilities > Lecture 4 - Cause of Reading Disabilities > Flashcards

Lecture 4 - Cause of Reading Disabilities Flashcards

1
Q

Who was the first to note reading deficits in children?

When?

A

Samuel T. Orton

1925

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What did Orton attribute deficits in reading problems to?

2

A

Dominance.

Reading is part of a larger language system.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What sort of approach did Orton recommend for reading deficit?

(2)

A

Multisensory approach

Focus on sound-symbol correspondence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Who were among first to classify Reading Disabilities?

What institution were they associated with?

A

Doris Johnson + Helmr Myklebust in a classic book on learning disabilities

Institute for Language Disorders, Northwestern University

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What did Johnson + Myklebust describe?

A

Auditory dyslexia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What were Johnson + Myklebust among first to recognize the contribution of?

A

Phonological processing deficits to reading disabilities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Speech-language Pathologists are involved with ______, ______, and ______ of children with reading disabilities due to change from _______ to _______ theories.

A

Identification

Assessment

Treatment

Visual-based

Language–based

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Who do SLPs collaborate with when treating Reading Disabilities?

(3)

A

ALL teachers

Reading specialists

School psychologists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What do SLPS have to determine when treating Reading Disabilities?

(2)

A

Where the foundational deficits are

How to remediate them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are three modern theories of Reading Disabilities?

A

Temporal Processing Deficit (Tallal, 1980)

Phonological core deficit (Torgeson, Stanovich, Gough, + Tunmer, 1987)

Double deficit hypothesis (Wolf & Bowers, 1999)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What are other terms that can mean “Reading Disability”?

4

A

Congenital word blindness

Dyslexia

Developmental dyslexia

Specific reading disability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are Reading Disabilities (RD)?

2

A

Heterogeneous group of children with difficulty learning to read.

Individuals have normal intelligence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are Language-Learning Disability (LLD)?

A

School aged children with spoken and written language deficits (Gerber, 1993; Wallach + Butler, 1994)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How was Dyslexia defined in the 19th Century?

2

A

Reading problems due to TBI or illness (Berlin, 1887)

Difficulty with words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is Dyslexia?

2

A

Children with developmental reading disabilities without brain damage

Letter/word reversals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

When are letter/word reversals made by neurotypical children?

A

Until age 7

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What else can children with reading disabilities be referred to as?

A

Learning Disabled (LD)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Traditionally, poor readers are defined by ___ SD below mean on Reading Achievement tests in Word Recognition or Reading Comprehension.

A

-2 SD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

In England in the 1970’s, poor readers comprised ___-___% of students.

A

3-9%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

According to a study on children in Connecticut (Shaywitz, 1992), Poor Readers are at the low end of a _____________.

A

Reading ability continuum.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What can affect the impact prevalence of reading disorders?

A

Arbitrary cutoff scores

-1 SD = 16%, -2SD = 2.3% ~ 13% difference!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Are there a difference in the prevalence of Reading Disabilities according to gender?

This was always believed?

A

No.

No.

(Boy to girl ratio 3:1 (Ritter et al, 1972) and 5:1 (Naidoo, 1972). 1980-Present - No significant difference)

(If only a discrepancy or low reading score is used to identify RD, then an equal number of girls and boys would be identified.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Why are boys are referred for evaluation more than girls (Willicutt + Pennington, 2000)?

(2)

A

Due to perceived attention deficits.

Co-morbidity with other disorders that are often occurs more in boys

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are factors that would exclude a diagnosis of Reading Disability?

(6)

A

Poor or inadequate instruction

Lack of opportunity

Low intelligence

Sensory deficits (uncorrected vision + hearing)

Emotional disorder

Brain damage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

A Reading Disability is a problem in learning to read which is due to ______. It includes difficulties in _______, which often reflects _______.

A

Congenital cognitive impairments

Single word decoding

Insufficient phonological processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Decoding problems in reading disabilities are those that are unexpected in reference to ______, ______, and _______.

A

Age

Cognitive abilities

Academic abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What other issues can be caused by Reading Disabilities?

4

A

Writing and spelling

Specific language-based disability.

Problems with storing and retrieving phonological memory codes

Trouble with explicit phonological awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Dyslexia is a specific learning disability that is ______ in origin.

A

Neurobiological

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What is Dyslexia characterized by?

2

A

Difficulties with accurate and/or fluent word recognition

Poor spelling and decoding abilities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What do the difficulties in Dyslexia typically result from?

2

A

A deficit in the phonological component of language

It is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What are some possible secondary consequences of Dyslexia?

2

A

Problems in reading comprehension

Reduced reading experience (can impede growth of vocabulary and background knowledge)

(Lyon, Shaywitz, + Shaywitz, 2003)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Is Dyslexia a developmental language disorder?

A

No

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What is the defining characteristic of Dyslexia?

A

Difficulty in phonological processing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

When is Dyslexia present?

A

At birth and continues throughout adulthood.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What are the deficits seen in Dyslexia?

4

A

Trouble storing, retrieving, and using the phonological codes in memory.

Trouble with phonological awareness and speech production.

Problems in learning to decode and spell printed word.

Later deficits in reading comprehension and written language.

36
Q

Do all children with Reading Disorders meet IQ discrepancy?

Is it required?

A

No

IDEA 2004 – No IQ is required for LD diagnosis

37
Q

Why are IQ discrepancies not required to diagnosis Reading Disorders?

(2)

A

Testing is heavily reliant on language skills and can underestimates intelligence

IQ does not directly measure potential for reading achievement

38
Q

Children with ______ and ______ have similar problems learning to read.

Why?

A

Dyslexia

Low achievers

//

Difficulty using phonological route to decode words and phonological processing

39
Q

What are there three types of Reading Deficits?

A

Decoding printed words -> novel words, sight vocabulary

Accuracy – many errors

Fluency – speed of reading/decoding

40
Q

What are Spelling Deficits?

3

A

Difficulty encoding phonological information

Difficulty recalling letters + sounds

Difficulty writing words

41
Q

Dyslexia and phonological processing have a __________.

A

Strong relationship

42
Q

What are the educational implications of Phonological Processing Deficits?

A

Phonological processing abilities need to assess before entering school (not wait for failure in 2nd grade!)

43
Q

Are Phonological Processing Deficits the result of ineffective instruction?

(2)

A

No. Not if all the other students are learning these skills.

It can depends on school program (phonological vs. whole word based)

44
Q

How can children with Phonological Processing Deficits make progress?

A

Focused intervention

45
Q

Why is it important to assess Listening Comprehension?

A

Important to assess because it impacts learning to read

46
Q

What do Listening Comprehension Deficits stem from?

A

General language deficits

Not the cause of dyslexia

47
Q

What is Reading Comprehension negatively impacted by?

2

A

Decoding accuracy

Fluency deficits

(Too much energy spent in decoding to learn from reading)

48
Q

Children who have decoding deficits also _______ than good readers which decreases __________ and ___________, negatively impacts comprehension.

A

Read less

Number of reading experiences

Decoding practice

49
Q

What are the four Subtypes of Reading Comprehension Deficit according to the Simple View of Reading?

A

Dyslexia

Specific Comprehension Deficit

Mixed

Nonspecified

50
Q

If you have poor word recognition and good listening comprehension, you have ______.

A

Dyslexia

51
Q

If you have good word recognition and poor listening comprehension, you have ______.

A

Specific Comprehension Deficit

52
Q

If you have poor word recognition and poor listening comprehension, you have ______.

A

Mixed (LLD)

53
Q

If you have good word recognition and good listening comprehension, you have ______ Deficit.

A

Nonspecific Reading Comprehension Deficit

54
Q

If you have Dyslexia, you have ______ word recognition and ______ listening comprehension.

A

Poor

Good

55
Q

If you have Specific Comprehension Deficit, you have ______ word recognition and ______ listening comprehension.

A

Good

Poor

56
Q

If you have Mixed (LLD), you have ______ word recognition and ______ listening comprehension.

A

Poor

Poor

57
Q

If you have Nonspecific Reading Comprehension Deficit, you have ______ word recognition and ______ listening comprehension.

A

Good

Good

58
Q

How might those with Dyslexia compensate for poor word recognition?

What do we need to do when assessing?

A

Good listening comprehension

Timed vs. untimed decoding assessment

59
Q

What will those with Specific Comprehension Deficit have difficulty with?

(4)

A

Semantic and syntactic processing

Inference making

Working memory

Can be “Hyperlexic”

60
Q

Those with Mixed (LLD) are groups of poor readers who don’t meet the ________ for dyslexia, but do have both ________ and _________ deficits.

A

IQ discrepancy criteria

Word recognition

Listening comprehension

61
Q

What deficits are seen in Mixed (LLD)?

4

A

Vocabulary

Morphosyntax

Test processing

Normal nonverbal abilities

62
Q

What reading problems are seen in Nonspecific Reading Comprehension?

A

***Not covered by Simple View of Reading

63
Q

How do Word Recognition Problems affect those with Dyslexia and LLD ?

A

Similarly

64
Q

How does Phonological Processing difficulties affect those with Dyslexia and LLD ?

A

May occur in both

65
Q

How Listening Comprehension difficulties (and other language deficiencies) affect those with Dyslexia and LLD ?

A

Seen only in LLD

66
Q

How do Global Cognitive Deficiencies affecting both verbal and nonverbal processing abilities affect those with Dyslexia and LLD ?

A

Seen only in LLD

67
Q

How do Language Processing Deficits affect those with Dyslexia and LLD ?

A

Seen in LLD

nonverbal abilities are intact

68
Q

Reading Impairments are ______.

A

Heterogeneous

(Boder, 1973; Curtin, et al., 2001; Morris et al., 1998).

69
Q

There is a need to investigate the differences in decoding using stimuli that are categorized by
both __________ and __________.

A

Word type (real/nonsense)

Orthographic type (phonetic/nonphonetic).

70
Q

Border (1973) used ___________ to assess the decoding skills from preprimer to high school students.

A

Real words

71
Q

What are the three subtypes of Reading Impairment and Spelling Deficits according to Boder?

A

Dysphonetic reading impairment

Dyseidetic reading impairment

Dysphonetic-Dyseidetic (mixed) reading impairment

72
Q

What is Dysphonetic Reading Impairment?

2

A

Intact sight word decoding

Poor phonological decoding

73
Q

How is spelling impacted in Dysphonetic Reading Impairment?

2

A

Intact for sight words

Poor for phonologically decodable words (e.g., “bat” for bathtub)

74
Q

What is Dyseidetic Reading Impairment?

2

A

Poor sight word decoding

Intact phonological decoding

75
Q

How is spelling impacted in Dyseidetic Reading Impairment?

2

A

Poor for sight words (e.g., “sed’’ for said)

Intact for phonological words

76
Q

What is Dysphonetic-Dyseidetic (Mixed) Reading Impairment?

2

A

Poor sight-word decoding

Poor phonological decoding

77
Q

How is spelling impacted in Dysphonetic-Dyseidetic (Mixed) Reading Impairment?

(3)

A

Poor sight-word decoding

Poor phonological decoding.

Can have bizarre sound combinations and substitutions
(e.g., “quyg” for “name”)

78
Q

Dyslexia was originally diagnosed by _______.

A

Neuropsychologists

79
Q

What are the three types of Dyslexia according to cognitive neuropsychologists?

A

Deep (Dysphonetic-Dyseidetic)

Phonological (Dysphonetic)

Surface dyslexia (Dyseidetic)

80
Q

Deep Dyslexia correlates to __________.

A

Dysphonetic-Dyseidetic

81
Q

Phonological Dyslexia correlates to __________.

A

Dysphonetic

82
Q

Surface dyslexia Dyslexia correlates to __________.

A

Dyseidetic

83
Q

Where did the cognitive neuropsychological terms for Dyslexia come from?

(2)

A

Aphasiology

Acquired dyslexia terms (reading disability following neurological damage)

84
Q

What do the various classification systems of reading disorders allows practitioners to assess?

(5)

A

Identification of strengths and weaknesses

Description of reading problems

Plan for an intervention program

Monitoring of progress in therapy

Determining the prognosis for future development

85
Q

What do we assess during a Reading Evaluation?

6

A

Word recognition (real words + nonsense words)

Rate and fluency of word recognition

Phonological awareness

Rapid naming abilities

Listening comprehension

Reading comprehension

86
Q

How is the Boder Test of Reading and Spelling administered?

4

A

3rd + 4th graders are given a list of 20 words (10 phonetic and 10 nonphonemic)

1st decoding condition: Flash - the amount of words produced correctly in less than 5 seconds

2nd decoding condition: Child given up to 10 seconds to decode incorrect words

3rd decoding condition: Child is given a spelling test on 5 correct and 5 incorrect words

ECU Language + Learning Disabilities (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions