Lecture 4 - Cause of Reading Disabilities Flashcards
Who was the first to note reading deficits in children?
When?
Samuel T. Orton
1925
What did Orton attribute deficits in reading problems to?
2
Dominance.
Reading is part of a larger language system.
What sort of approach did Orton recommend for reading deficit?
(2)
Multisensory approach
Focus on sound-symbol correspondence.
Who were among first to classify Reading Disabilities?
What institution were they associated with?
Doris Johnson + Helmr Myklebust in a classic book on learning disabilities
Institute for Language Disorders, Northwestern University
What did Johnson + Myklebust describe?
Auditory dyslexia
What were Johnson + Myklebust among first to recognize the contribution of?
Phonological processing deficits to reading disabilities.
Speech-language Pathologists are involved with ______, ______, and ______ of children with reading disabilities due to change from _______ to _______ theories.
Identification
Assessment
Treatment
Visual-based
Language–based
Who do SLPs collaborate with when treating Reading Disabilities?
(3)
ALL teachers
Reading specialists
School psychologists
What do SLPS have to determine when treating Reading Disabilities?
(2)
Where the foundational deficits are
How to remediate them
What are three modern theories of Reading Disabilities?
Temporal Processing Deficit (Tallal, 1980)
Phonological core deficit (Torgeson, Stanovich, Gough, + Tunmer, 1987)
Double deficit hypothesis (Wolf & Bowers, 1999)
What are other terms that can mean “Reading Disability”?
4
Congenital word blindness
Dyslexia
Developmental dyslexia
Specific reading disability
What are Reading Disabilities (RD)?
2
Heterogeneous group of children with difficulty learning to read.
Individuals have normal intelligence.
What are Language-Learning Disability (LLD)?
School aged children with spoken and written language deficits (Gerber, 1993; Wallach + Butler, 1994)
How was Dyslexia defined in the 19th Century?
2
Reading problems due to TBI or illness (Berlin, 1887)
Difficulty with words
What is Dyslexia?
2
Children with developmental reading disabilities without brain damage
Letter/word reversals
When are letter/word reversals made by neurotypical children?
Until age 7
What else can children with reading disabilities be referred to as?
Learning Disabled (LD)
Traditionally, poor readers are defined by ___ SD below mean on Reading Achievement tests in Word Recognition or Reading Comprehension.
-2 SD
In England in the 1970’s, poor readers comprised ___-___% of students.
3-9%
According to a study on children in Connecticut (Shaywitz, 1992), Poor Readers are at the low end of a _____________.
Reading ability continuum.
What can affect the impact prevalence of reading disorders?
Arbitrary cutoff scores
-1 SD = 16%, -2SD = 2.3% ~ 13% difference!
Are there a difference in the prevalence of Reading Disabilities according to gender?
This was always believed?
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.)
Why are boys are referred for evaluation more than girls (Willicutt + Pennington, 2000)?
(2)
Due to perceived attention deficits.
Co-morbidity with other disorders that are often occurs more in boys
What are factors that would exclude a diagnosis of Reading Disability?
(6)
Poor or inadequate instruction
Lack of opportunity
Low intelligence
Sensory deficits (uncorrected vision + hearing)
Emotional disorder
Brain damage
A Reading Disability is a problem in learning to read which is due to ______. It includes difficulties in _______, which often reflects _______.
Congenital cognitive impairments
Single word decoding
Insufficient phonological processing
Decoding problems in reading disabilities are those that are unexpected in reference to ______, ______, and _______.
Age
Cognitive abilities
Academic abilities
What other issues can be caused by Reading Disabilities?
4
Writing and spelling
Specific language-based disability.
Problems with storing and retrieving phonological memory codes
Trouble with explicit phonological awareness
Dyslexia is a specific learning disability that is ______ in origin.
Neurobiological
What is Dyslexia characterized by?
2
Difficulties with accurate and/or fluent word recognition
Poor spelling and decoding abilities.
What do the difficulties in Dyslexia typically result from?
2
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.
What are some possible secondary consequences of Dyslexia?
2
Problems in reading comprehension
Reduced reading experience (can impede growth of vocabulary and background knowledge)
(Lyon, Shaywitz, + Shaywitz, 2003)
Is Dyslexia a developmental language disorder?
No
What is the defining characteristic of Dyslexia?
Difficulty in phonological processing.
When is Dyslexia present?
At birth and continues throughout adulthood.
What are the deficits seen in Dyslexia?
4
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.
Do all children with Reading Disorders meet IQ discrepancy?
Is it required?
No
IDEA 2004 – No IQ is required for LD diagnosis
Why are IQ discrepancies not required to diagnosis Reading Disorders?
(2)
Testing is heavily reliant on language skills and can underestimates intelligence
IQ does not directly measure potential for reading achievement
Children with ______ and ______ have similar problems learning to read.
Why?
Dyslexia
Low achievers
//
Difficulty using phonological route to decode words and phonological processing
What are there three types of Reading Deficits?
Decoding printed words -> novel words, sight vocabulary
Accuracy – many errors
Fluency – speed of reading/decoding
What are Spelling Deficits?
3
Difficulty encoding phonological information
Difficulty recalling letters + sounds
Difficulty writing words
Dyslexia and phonological processing have a __________.
Strong relationship
What are the educational implications of Phonological Processing Deficits?
Phonological processing abilities need to assess before entering school (not wait for failure in 2nd grade!)
Are Phonological Processing Deficits the result of ineffective instruction?
(2)
No. Not if all the other students are learning these skills.
It can depends on school program (phonological vs. whole word based)
How can children with Phonological Processing Deficits make progress?
Focused intervention
Why is it important to assess Listening Comprehension?
Important to assess because it impacts learning to read
What do Listening Comprehension Deficits stem from?
General language deficits
Not the cause of dyslexia
What is Reading Comprehension negatively impacted by?
2
Decoding accuracy
Fluency deficits
(Too much energy spent in decoding to learn from reading)
Children who have decoding deficits also _______ than good readers which decreases __________ and ___________, negatively impacts comprehension.
Read less
Number of reading experiences
Decoding practice
What are the four Subtypes of Reading Comprehension Deficit according to the Simple View of Reading?
Dyslexia
Specific Comprehension Deficit
Mixed
Nonspecified
If you have poor word recognition and good listening comprehension, you have ______.
Dyslexia
If you have good word recognition and poor listening comprehension, you have ______.
Specific Comprehension Deficit
If you have poor word recognition and poor listening comprehension, you have ______.
Mixed (LLD)
If you have good word recognition and good listening comprehension, you have ______ Deficit.
Nonspecific Reading Comprehension Deficit
If you have Dyslexia, you have ______ word recognition and ______ listening comprehension.
Poor
Good
If you have Specific Comprehension Deficit, you have ______ word recognition and ______ listening comprehension.
Good
Poor
If you have Mixed (LLD), you have ______ word recognition and ______ listening comprehension.
Poor
Poor
If you have Nonspecific Reading Comprehension Deficit, you have ______ word recognition and ______ listening comprehension.
Good
Good
How might those with Dyslexia compensate for poor word recognition?
What do we need to do when assessing?
Good listening comprehension
Timed vs. untimed decoding assessment
What will those with Specific Comprehension Deficit have difficulty with?
(4)
Semantic and syntactic processing
Inference making
Working memory
Can be “Hyperlexic”
Those with Mixed (LLD) are groups of poor readers who don’t meet the ________ for dyslexia, but do have both ________ and _________ deficits.
IQ discrepancy criteria
Word recognition
Listening comprehension
What deficits are seen in Mixed (LLD)?
4
Vocabulary
Morphosyntax
Test processing
Normal nonverbal abilities
What reading problems are seen in Nonspecific Reading Comprehension?
***Not covered by Simple View of Reading
How do Word Recognition Problems affect those with Dyslexia and LLD ?
Similarly
How does Phonological Processing difficulties affect those with Dyslexia and LLD ?
May occur in both
How Listening Comprehension difficulties (and other language deficiencies) affect those with Dyslexia and LLD ?
Seen only in LLD
How do Global Cognitive Deficiencies affecting both verbal and nonverbal processing abilities affect those with Dyslexia and LLD ?
Seen only in LLD
How do Language Processing Deficits affect those with Dyslexia and LLD ?
Seen in LLD
nonverbal abilities are intact
Reading Impairments are ______.
Heterogeneous
(Boder, 1973; Curtin, et al., 2001; Morris et al., 1998).
There is a need to investigate the differences in decoding using stimuli that are categorized by
both __________ and __________.
Word type (real/nonsense)
Orthographic type (phonetic/nonphonetic).
Border (1973) used ___________ to assess the decoding skills from preprimer to high school students.
Real words
What are the three subtypes of Reading Impairment and Spelling Deficits according to Boder?
Dysphonetic reading impairment
Dyseidetic reading impairment
Dysphonetic-Dyseidetic (mixed) reading impairment
What is Dysphonetic Reading Impairment?
2
Intact sight word decoding
Poor phonological decoding
How is spelling impacted in Dysphonetic Reading Impairment?
2
Intact for sight words
Poor for phonologically decodable words (e.g., “bat” for bathtub)
What is Dyseidetic Reading Impairment?
2
Poor sight word decoding
Intact phonological decoding
How is spelling impacted in Dyseidetic Reading Impairment?
2
Poor for sight words (e.g., “sed’’ for said)
Intact for phonological words
What is Dysphonetic-Dyseidetic (Mixed) Reading Impairment?
2
Poor sight-word decoding
Poor phonological decoding
How is spelling impacted in Dysphonetic-Dyseidetic (Mixed) Reading Impairment?
(3)
Poor sight-word decoding
Poor phonological decoding.
Can have bizarre sound combinations and substitutions
(e.g., “quyg” for “name”)
Dyslexia was originally diagnosed by _______.
Neuropsychologists
What are the three types of Dyslexia according to cognitive neuropsychologists?
Deep (Dysphonetic-Dyseidetic)
Phonological (Dysphonetic)
Surface dyslexia (Dyseidetic)
Deep Dyslexia correlates to __________.
Dysphonetic-Dyseidetic
Phonological Dyslexia correlates to __________.
Dysphonetic
Surface dyslexia Dyslexia correlates to __________.
Dyseidetic
Where did the cognitive neuropsychological terms for Dyslexia come from?
(2)
Aphasiology
Acquired dyslexia terms (reading disability following neurological damage)
What do the various classification systems of reading disorders allows practitioners to assess?
(5)
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
What do we assess during a Reading Evaluation?
6
Word recognition (real words + nonsense words)
Rate and fluency of word recognition
Phonological awareness
Rapid naming abilities
Listening comprehension
Reading comprehension
How is the Boder Test of Reading and Spelling administered?
4
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
