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ECU Language + Learning Disabilities > Lecture 5 - Dyslexia > Flashcards

Lecture 5 - Dyslexia Flashcards

1
Q

What are the three main phonological code Deficits seen in Dyslexia?

A

Storing phonological codes in memory

Retrieving phonological codes in memory

Using phonological codes in memory

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2
Q

Children with Dyslexia have deficits in ______ awareness and ______ production. They also have problems learning to _____ and ______ printed words.

A

Phonological

Speech

Decode

Spell

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3
Q

What Later Deficits are often seen in Dyslexia?

2

A

Reading comprehension

Written language.

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4
Q

Children needs _______ to print, _______ in how print works, and opportunities to _______ (Adams, 1990).

A

Exposure

Explicit instruction

Practice reading

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5
Q

Joint book reading provides _______. It accounts for ___% of variance in reading outcomes.

A

Experiences with print

8%

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6
Q

What happens to children who have less exposure to print?

A

Higher risk of reading difficulties

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7
Q

Response to Intervention (RTI) is supposed to rule out ______ as a cause of RD.

A

Lack of instruction

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8
Q

Does Intensity of Instruction make a difference in RD?

A

Yes

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9
Q

What is the basic need for reading?

A

Letter identification

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10
Q

What is the Matthew Effect?

1+4

A

Children who are poor readers have …

  • Fewer opportunities for practice
  • Less desire to read
  • Lower expectations from teachers
  • No motivation to succeed (Stanovich, 1986)

[From the verse: “For to everyone who has, more shall be given, and he will have an abundance; but from the one who does not have, even what he does have shall be taken away (Matthew 25:29)]

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11
Q

What will happen when teachers have low expectations?

A

Students will not feel motivated to succeed

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12
Q

Is there a Genetic Basis for reading disorders?

A

Yes

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13
Q

If one Sibling has a Reading Disorder, then there is a __% chance that another sibling has a RD.

A

40%

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14
Q

If one Identical Twin has a Reading Disorder, then there is a __% chance that the other twins has a RD.

A

68%

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15
Q

If one Fraternal Twin has a Reading Disorder, then there is a __% chance that the other twins has a RD.

A

40%

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16
Q

What Chromosomes seem to play a role in Reading Disorders?

3

A

1

6

15

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17
Q

Does handedness increase the risk of Reading Disorders or Dyslexia?

A

No

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18
Q

What structure in the temporal lobe is involved in language processing?

A

Planum temporal

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19
Q

What three symptoms are seen in the Planum Temporal in individuals with Reading Disorders and Dyslexia?

A

Symmetrical with RD + Dyslexia

Is usually larger in Left H.

Have word finding deficits

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20
Q

What other areas are often affecting in individuals with Reading Disorders & Dyslexia?

(3)

A

Corpus callous

Inferior parietal lobe

Cerebellum

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21
Q

What three Neural Systems are used for Reading?

A

Dorsal

Ventral

Frontal

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22
Q

Where is the Dorsal Route?

What does it do?

A

Temporoparietal

Phonological processing and mapping letters-sounds

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23
Q

Where is the Ventral Route?

What does it do?

A

Occipitotemporal

Processing visual word forms

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24
Q

Where is the Frontal Route?

What does it do?

A

Inferior frontal gyrus

Effortful phonological processing

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25
Q

What is seen in the Neural Systems in Children with Dyslexia?

(2)

A

Less activation of dorsal route

More frontal route activation

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26
Q

What Infants are more at risk for dyslexia?

A

Those who lack of neural response to sound (EEG)

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27
Q

What kinds of Visual Deficits are seen in Children with Dyslexia?

(3)

A

Reversals

Erratic Eye Movements (also normal)

Transient Processing Deficits

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28
Q

Reversals are part of typical development until age ___. Children can ______ accurately, but not ______ (Vellutino et al, 1973, 75)

A

7

Copy

Read

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29
Q

___________ movements are needed for reading.

A

Erratic Eye

Not necessarily a problem. Could show a child is checking what they are reading

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30
Q

What is Scotopic Sensitivity Syndrome? (Irlen, 1983)

Does research back it up?

A

Intervention program with colorful overlays

Not scientifically proven because reading is photooptic

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31
Q

What are Transient Processing Deficits?

3

A

Sensitivity to global visual features ( if slowed will lead to visual distortions during reading)

Sustained system (looks at fine detail)

Identifying words needs parallel operation of the visual system

32
Q

Tall (1980) found that deficits in auditory perceptions of rapidly presented non-speech sounds may affect ______. Differences in time ___________ negatively impacts speech perception and may impact perception of reading.

A

Reading

Between sounds (inter stimulus interval (ISI)

33
Q

What can significantly help children with Auditory Processing Deficits?

A

Slowing down your speech

34
Q

Ramos (2003) found that ___% of kids with ADD/ADHD and specific language impairments (SLI) have auditory deficits.

A

39%

35
Q

What did Goswami (2002) find that impacts phonological awareness development?

A

Lack of sensitivity to syllable-level prosodic information in speech

36
Q

What age period is important to developing sensitivity in rise time in words/sounds (Corriveau et at, 2010)

A

4.5 yrs to 5.5 yrs

37
Q

What is often Comorbid with RD?

Wha is it not causal?

A

ADHD - 15% (Gilger et al., 1992)

Attention is important to reading, but not a primary cause of RD

38
Q

Reading is a ________ activity.

A

Language-based

39
Q

__________ impact reading.

A

Language deficits

40
Q

__________ deficits are found in preschool and Kindergarten children with reading deficits.

A

Semantic-syntactic

41
Q

___% of children with language impairments have reading comprehension deficits (>1SD) below mean.

A

50%

42
Q

Language impairment deficits in Kindergarten remained in _________ (Catts et al., 2008).

A

10th grade

43
Q

What six deficits will Poor Readers exhibit?

A

Expressive and receptive vocabulary

Production/comprehension of text-level language

Reading deficits – decoding

Phonological awareness

Low scores on oral language tests

Nonphonological aspects of language prior to reading instruction

44
Q

On Oral language tests, ___% of poor readers had trouble with vocabulary.

(Catts, et al., 1999)

A

39%

45
Q

On Oral language tests, ___% of poor readers had trouble with grammar.

(Catts, et al., 1999)

A

56%

46
Q

On Oral language tests, ___% of poor readers had trouble with narration.

(Catts, et al., 1999)

A

44%

47
Q

What are two Nonphonological Aspects of Language that can affect reading comprehension?

A

Attention

Executive functions

48
Q

What is Phonological Awareness?

2

A

Awareness and sensitivity to sound structure of speech

Ability to attend to, reflect on, and manipulate the speech sounds in words

49
Q

The fact that words are ___________ is not apparent to most people without practice or instruction in alphabetic orthography.

A

Composed of individual phonemes

50
Q

What will be seen if you have not received orthographic instruction?

A

Difficulty with segmentation and blending

51
Q

What is Blending?

A

Combining individuals phonemes

What word am I trying to say? /m/…/æ/…/p/

52
Q

What is Segmentation - First Sound Isolation?

A

Isolating first sound in word

What is the first sound in mop? /m/

53
Q

What is Segmentation - Last Sound Isolation?

A

Isolating the last sound in word

What is the last sound in mop? /p/

54
Q

What is Segmentation - Complete?

A

Isolating all sounds

What are all the sounds you hear in mop? /m/ /o/ /p/

55
Q

What are two preparatory activities in the early stages of developing Phonological Awareness?

A

Developing listening habits

Tuning into print

56
Q

What are two Rhyme Awareness skills needed for Phonological Awareness?

A

Identifying rhyming words

Producing rhyming words

57
Q

What are three Phoneme Awareness skills needed for Phonological Awareness?

A

Identifying the initial sound of a word

Identifying the final sound of a word

Identifying the middle sound of a word

58
Q

What are three Segmenting skills needed for Phonological Awareness?

A

Segment sentences into words

Segment words into syllables

Segment words into sounds

59
Q

What are two Blending skills needed for Phonological Awareness?

A

Blend syllables into words

Blend sounds into words

60
Q

What are four Manipulation skills needed for Phonological Awareness?

A

Delete syllables from words

Substitute syllables in words

Delete sounds from words

Substitute sounds in words

61
Q

What are two Word Finding Difficulties?

A

Substitutions

Circumlocutions

62
Q

What are Substitutions?

A

Replacing the unfound word with another

i.e., knife for fork

63
Q

What are Circumlocutions?

2

A

Talking around the unfound word

Overuse of words lacking specificity (“stuff,” “thing”)

(i.e., ”you know, that thing you eat with”)

64
Q

What are three ways to assess Phonological Retrieval?

A

Confrontational Naming

Rapid Automatic Naming

Stoop Test

65
Q

What is Confrontational Naming?

Why do we do this?

A

Naming pictures

Children with dyslexia were slower and less accurate on receptive test (e.g., PPVT)

66
Q

What is Rapid Automatic Naming?

A

Timed naming of pictured objects, numbers, letters

67
Q

What is Stroop Test?

A

Say color of words listed (not the word)

68
Q

What is a Double Deficit in Phonological Retrieval?

What does this result in?

A

A combined deficit in poor phonological awareness and rapid naming deficit

Resulting in RD

69
Q

What specific deficits are seen in Double Deficit in Phonological Retrieval?

(5)

A

Attention

Perception

Memory

Lexical processes

Articulatory processes

70
Q

What is Phonological Memory?

A

The encoding and storage of phonological information in memory

71
Q

How do we assess Phonological Memory?

What will we see for children with Reading Disorders?

A

Assessed using memory-span tasks (e.g., letters, numbers)

RD will do worse than nonRD

72
Q

What are Speech-Sound Memory Codes the most efficient way to hold?

A

Verbal information in memory (Baddeley, 1986)

73
Q

Due to Phonological Memory, children with RD will have difficulty with _______ and _______ words.

A

Rhyming

Non-rhyming

74
Q

Due to Phonological Memory, children with RD will do worse with ______ and ________ repetition when compared to good readers.

A

Nonword repetition

Low frequency real words

75
Q

What does trouble with Phonological Production impact?

3

A

Ability to name pictures with complex names (e.g., ambulance, thermometer),

Phonologically complex words (e.g., aluminum)

Phonologically complex phrases (brown and blue pants)

76
Q

Speech planning deficits may contribute to ___________ for people with RD (Apthorp, 1995).

A

Speech production problems

77
Q

Children with more severe __________ and broad-based __________ and poorer performance on __________ tasks are at risk for reading disabilities.

A

Phonological disorders

Language impairments

Phonological awareness

ECU Language + Learning Disabilities (11 decks)

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