Problem 6 Flashcards
1
Q
Specific Learning Disability
A
traditionally: discrepancy of 1-2 standard deviations between IQ and academic functioning
- this is problematic: how much discrepancy is arbitrary? older and higher iq is favored? failure based
- now: moving towards identification with response to intervention
- achievement in key academic areas is substantially below age norm and in excess of sensory deficit, linguistic processes, attention and memory
- 2-10% of the population
2
Q
Response to intervention
A
- tiered system, empirically supported interventions, failure to respond
1. screening for risk, simple tests basic prereading skills
2. family history of reading and language deficits
3. tier 1: trained classroom teachers
4. tier 4: tier 2 intervention: progress inadequate Tier 1: additional 1-1
instruction/small groups
5. tier 5. Tier 3 intervention: progress inadequate Tier 2 Special education
classroom
3
Q
Dutch health system
A
- health level 1: high quality classroom instruction (poor readers 25%)
- health level 2: additional teaching in class by teacher or instruction by reading specialist (1-1 or in small group) (children with serious reading problems)
- health level 3: dyslexia specialist outside school, not in special education (children who do not progress and resist intervention)
4
Q
SLD in DSM-5
A
- difficulties in learning and using academic skills, as indicated by the presence of at least one of the following symptoms (i.e. impairment in reading and impairment in mathematics), that have persisted for at least 6 months despite the provision of interventions that target those difficulties
- academic skills below what is expected for age, interfere with academic performance and daily living
- begin during school years but may not fully manifest until demands for the affected skills exceed individual’s limited capacity
- not better accounted for by intellectual disabilities, uncorrected visual or auditory issues, or other disorders or lack of adequate instruction
5
Q
Impact of learning disabilities on wellbeing
A
- highly negative impact on wellbeing that persists even into older ages
- important to diagnose early to provide support asap!
6
Q
SLD and internalizing problems
A
- 80% of SLD identified lack of academic competence as biggest concern, 70% social skill deficits, 7p% poor self concept, 70% low self esteem
- dyslexia associated with anxiety and depression
7
Q
Is changing mindsets sufficient?
A
- positive psychology: you can do well if you are positive about these challenges
- you see what are your strengths
- you learn from criticism and carry on
- BUT: it is not sufficient
- many dyslexics do not have unique strengths and their problems need to be addressed, mindset can make a different but it is important to focus on remediation and work on the obstacles in learning difficulties
8
Q
Learning to read: from concept-spoken sound to written word-sound-concept
A
9
Q
Ehri’s phases of word reading development
A
- prealphabetic: knows general print concepts, do not know words yet or letter sound correspondents, recognise some visual features of a word
- early alphabetic: know some letter sound correspondents, know some phonological awareness
- later alphabetic: recognise some words and understand phonemic awareness, some sight words from memory
- consolidated alphabetic: recognize words automatically
10
Q
Integration between orthography and phonology
A
- had children identify words if its real or not, primed with words that were similar in sounds or orthography
- children: first letter by letter decoding, short priming doesnt improve word identification, no fast automatic phonology
- adults: if u prime them for the same amount of time, it does help them identify it, fast automatic phonology, activate letters faster and in parallel, words are read faster (word superiority effect), we still read individual letters but v fast
- dyslexics: decode letter by letter longer, problems in integrating letters and sounds which is central for reading
11
Q
How to learn spelling: orthographic learning or self teaching
A
- read a lot to build up mental lexicon
- first you hear these words and connect it to the concepts
- then u have to learn the spelling to remember it
- i.e. you read a text: i eat jam
- you decode this from visual to auditory code
- then you get that sound and connect it to the concept
- then you know when u hear a concept that this sound is always spelled like that
- spelling helps you learn to read as it makes the abstract connection more formalized
- spelling is harder than reading cuz its more precise
12
Q
Dyslexia
A
- most prevalent learning disability ( thus most researched)
- prevalence: 3.6% have dyslexia, 8.8% poor readers
- highly genetic, co-occurrence between siblings, in MZ twins 68% both have dyslexia if one has it
- left hemisphere posterior brain system does not respond appropriately when reading
-
13
Q
DSM Dyslexia
A
- inaccurate or slow and effortful word reading (reads single words aloud incorrectly, or slowly and hesitantly, frequently guessed reading, difficulty sounding out words)
- difficulty understanding the meaning of what is read (may read text accurately but not understand sequence, relationships and deeper meaning of what is said)
- difficulties with spelling (may add, susbtitute omit vowels or consonant)
14
Q
Dutch healthcare system Dyslexia definition
A
- severe reading and spelling problems (there are three criteria):
- word reading most severe but some issues in pseudo-reading
- problems are most severe in pseudoword reading and still severe in word reading
- problem is most severe in spelling and still severe but less severe in word reading - persistent issues despite adequate education at several levels (levels 1-3)
- not due to a general learning problem, broad neurological problems or sever sensory problems (i.e. sight and reading)
15
Q
No IQ reading discrepancy but it is below age expected levels
A
- people with dyslexia have a wide IQ range
- IQ is not a strong predictor of intervention responses
- discrepancy boundaries between reading ability and IQ are arbitrary
- if it is secondary to other problems we do not say its dyslexia (i.e. rlly low IQ)
16
Q
Low end of the conituum: pathological?
A
- many beginning readers fall behind and catch up, but dyslexics dont and problems multiply
- other conditions on the continuum: hypertension, obesity, addiction
- identification and targeted treatment is important for wellbeing
- so purposeful medicalization!
17
Q
Main characteristic of dyslexia
A
phonological deficit
18
Q
Phonological deficit theory
A
- less awareness of sound structure, cannot distinguish them or make connections between them
- problems in making connections between spoken and written language
- example tests:
1. what is stall without the s sound?
2. interchange the first letters of each word: Winnie the pooh - possible explanation: underspecified word representations (low quality/not sufficiently speficic/discriminative)
19
Q
Pseudowords
A
- words that could have existed in a language
- decoding is essential since there are no word representations in memory/brain
20
Q
Phonological deficit: why is decoding important
A
- simple view of reading: reading comprehension = phonological decoding x language comprehension
- language comprehension = comprehension without reading so i.e. listening
- if you dont have sufficient comprehension or decoding u cannot read
- slow decoding = slow word reading fluency = poor reading comprehension (bottleneck
21
Q
Why is fast decoding important?
A
- if decoding takes too long, you get WM limitations which limits transfers to long term memory
- verbal efficiency theory
22
Q
Verbal efficiency theory
A
The more efficient lower level word processes are, the more cognitive attention can be directed to higher level processes at the sentence and text level (inference processing between information at larger distances in texts, using syntax)
23
Q
Enigma
A
- many dyslexics become accurate readers, but fluency issues are persistent
- fluency is hard to remediate even with intensive and specialized instruction
- thus we should provide more time during high-stakes tests for people with dyslexia
24
Q
Double Deficit Theory
A
- deficit 1: phonological awareness problems
- deficit 2: speed problems (not measured with reading, but with rapid naming tasks)
- this is important because people can struggle with either or both
- if they have both it is called double deficit because it is more problematic
- BUT some people in other languages don’t have phonological awareness issues but do have speed issues still!
25
Rapid naming
- ease of access to representations stored in memory
26
How dyslexia manifests in different languages
- deficits in phonological awareness in more predictive in opaque orthographies (irregular like english)
- deficits in rapid naming are more predictive in transparent orthographies (regular like dutch)
27
Dyscalculia
- 5% to 10%
- highly heritable
- limitations in mathematical understanding
- deficit in the number sense (i.e. mental number line)
- impedes activities that involve problem solving or retrieving mathematical info (number facts)
- problems in acquisition of number sense because of poor approximate number system
28
Approximate Number System
- a portion of your cognition that is active your entire life
- gives a rapid and intuitive sense for numbers and their relations
29
Impairment in mathematics
- difficulties mastering number sense, number facts or calculation
- still count on fingers instead of recalling it
- problems with
mathematical reasoning and applying mathematical concepts
- difficulties memorizing arithmetic fats
30
What is a number?
- it can be analogue (***) (non symbolic), it can be 3 (symbolic) or it can be three (symbolic)
31
Triple Code Model
- three codes need to cooperate: 2 symbolic and one not
- the analogue is used for magnitude comparison and approximate calculation
- visual Arabic number form for parity judgements ( is 3 equal to three?) and
multidigit operations
- auditory verbal code for arithmetical facts learned by rote (e.g., addition and
multiplication tables)
- auditory verbal code is hard for people with dyslexia (ppl with only dyslexia and not dyscalculia struggle with multiplication cuz of this)
32
Defective number module hypothesis
- problems with quantities, not just symbols, so a broader problems
33
Access deficit hypothesis
- problems with accessing quantities via numbers
- quantities are not the problem it is the access via numerical codes
34
look at tasks they use in the paper and slides
35
What did the paper find?
De Smedt
- symbolic task: severe mathematics learning problems was slower than regular TA, but LA and TA no difference
- non symbolic: no group differences
36
Possible Outcomes De Smedt
Problems on both tasks: evidence for Defective
number module. Problems with numerical magnitude in general: analog and symbolic.
* Problems only on symbolic tasks: evidence for Access deficit. Only Access via symbolic system to analog numerical magnitude is impaired.
37
Design of the De Smedt
3 groups:
* Children with severe mathematics learning
problems (MLD): focus of paper!
* Children with mild mathematics learning disabilities
(low achievement or LA)
* Regular achievers (Typical Achievers or TA)
38
Experimental Tasks De Smedt
- Compare by Numerical magnitude comparison:
symbolic (Arabic digits) and non-symbolic (Dots)
- Compare by Approximate addition (Dutch: ‘Schattend
optellen’) : symbolic (5 +5 vs 50) and non-symbolic (5
dots + 5 dots vs 50 dots)
39
Conclusion of De Smedt
- Young children with Math problems (Severe and Mild) have specific problems with
symbolic tasks and not with number in general
=> Evidence for Access deficit
hypothesis
40
Landerl et al (2009)
- common deficit: dyscalculia also caused by phonological problems, partial overlap in problems so less problems in total in comorbid group
OR
- domain specific: dyscalculia specific problem in number module, unrelated to dyslexia, problems are additive in comorbid group
41
Landerl et al design
Design: 4 groups (Landerl et al., 2009)
* Control children (TA), Only Dyslexia, Only
Dyscalculia, comorbid Dyslexia and Dyscalculia
* Typical Dyslexia diagnosis tasks: phonological
awareness, RAN etc.
* Typical Dyscalculia diagnosis tasks: Comparison
tasks (both symbolic and nonsymbolic magnitude
comparison), number line etc.
42
Results Landerl
- Typical Dyslexia tasks: problems only in Only
Dyslexia and Comorbid groups (also RAN digits!)
- Typical Dyscalculia tasks : problems only in Only
Dyscalculia and Comorbid groups
43
Conclusions Landerl
- comorbid group shows both problems additive
- problems appear independent
- domain specific explanation
44
Nonverbal Learning Disability
- significant strengths in verbal areas yet significant weakness in performance areas (visuospatial)
- NLD syndrome: problematic cuz theres no explanatory theory but no explanation as to how symptoms relate, no clear essential characteristics
- not in DSM because no valid and reliable diagnosis
45
NLD label
- label NLD: tunnel vision and too limited selection of tests
- label itself is of no use unless it helps the child, parents and educators
46
Defective number module hypothesis
- innate inability to represent quantities
47
Access Deficit Hypothesis
- impaired access to numerical meaning from symbols
48
Ratio Effect
- comparing quantities with smaller ratios is more difficult
49
Predictors of mathematical achievement
- differences in both symbolic and nonsymbolic numerical magnitude processing
- number line estimation
50
Implications of De Smedt
- educators should focus on strengthening the connection between numerical symbols and corresponding quantities
- Number Worlds program and liner number board games may be useful as they provide multi-sensory connections between symbols and quantities
- highlighting importance of early intervention
51
Phonological awareness
- skill to consciously manipulate and access smaller phonological units such as phonemes, onsets and rimes
52
Phonological ST/WM
- ability to temporarily hold and manipulate phonological information
- influences both dyslexia and dyscalculia
- important for repeating spoken words/nonwords
53
Lexical Access
- efficient retrieval of phonological representations from long term memory which is essential for tasks like quick naming
- posits that a general issue in semantic memory may explain co-occurrence of dyslexia and dyscalculia -> may lead to problems in retrieving both orthographic forms (in dyslexia) and numerical facts (dyscalculia)
54
Core components of phonological deficit in dyslexia
- phonological awareness
- phonological short term and WM
- lexical access
55
Number module
- inherent cognitive system designed for understanding numerical values
- a weakness in this could trigger a series of challenges in various areas of mathematical growth, impacting essential skills like counting, comparing numbers and mastering mathematical facts
56
Main factors in learning deisabilities that undermine social competence
1) skill deficit: lack of specific social skills like starting convos and responding appropriately, understanding social cues
2) performance deficit: difficulties in performing social skills properly even when the child has the necessary knowledge, i.e. they know how to converse but struggle due to anxiety or difficulty in verbal expression
3) self-control deficit: difficulties with regulating emotions and behaviour
57
Dysgraphia
- issues with planning, organizing, revising and transcribing
- struggle with handwriting unrelated to motor coordination
- spelling difficulties due to issues recalling letter sequences -> letter reversals, transpositions, inversions
- issues with grammar and punctuation
- overall written expression is below their grade level and intellectual ability
- warning signs: issue completing tasks on time, difficulties with tasks such as copying and cutting
- deficit not due to environmental factors like poor teaching
- etiology: possibly due to EF difficulties like memory, attention, graphomotor skills and higher order verbal and visuospatial abilites
58
Assessing Dysgraphia
- evaluating clarity, ideation and expression in writing is complex compared to checking for spelling and grammatical errors
59
Intervention Dysgraphia
- some students benefit from direct instruction on writing organization with programs that use mnemonics and incorporate guided feedback and self-regulation techniques
- possible using a scribe, dictation of assignments, reducing written assessment requirements, employing speech recognition software
60
Dyspraxia
- delays in fine and gross motor skills, affecting writing and other coordinated activities
- issues in posture, movement and coordination
- clumsiness and difficulties with tasks like catching or copying
- significantly impacts daily life and academic performance
- higher prevalence in males
- comorbid with especially with ADHD and dyslexia
- early signs:: difficulties buttoning clothes, limited athletic skills, delayed milestones such as crawling or walking
- potential contributors: premature birth, birth complications like anoxia and sensory integration issues
61
Assessment and Treatment/Interventions
- occupational therapy: assessing impairments and guiding targeted interventions
- early intervention is needed to promote participation, peer interactions, recreational skills and self-care
62
