Reading and Writing Flashcards
What is the main idea of the dual route model of reading?
reading can be accomplished by 2 (3) routes
Describe the lexical semantic route
involves ACCESSING stored representations of the orthography of known words
Describe the assembled/ non lexical route
involves GENERATING the pronunciation of nonwords and unfamiliar words on the basis of knowledge about the correspondences between letters and sounds
Describe the visual analysis system of the dual route model
- identifies the component letters in a word
- ignores font and letter case
- encodes letter positions
Describe the orthographic lexicon in the dual route model
contains representations of all words the reader has learned to recognize by ‘sight’
-contains orthographic info only, nothing about semantics or phonology
Describe the semantic system
- knowledge of word meanings
- a word is comprehended when its semantic representation is activated
Describe the phonological output lexicon
-contains stores of phonological forms of known words
Why are reading errors important?
- important to the classification of reading disorders
- informative because they provide indications of processes that have been impaired or preserved
What are some types of reading errors
- regularization
- visual/phonological
- morphological
- semantic
Describe phonological dyslexia
- Damage to assembled route (impaired grapheme-phoneme convervision)
- key feature: word reading»_space; nonword reading
- impaired reading of unfamiliar words as well
- Errors: lexicalizations of nonwords, on real words are often visual or morphological
- forced to read via meaning
- imageability effect
- word class effect
Describe deep dyslexia
- Damage to assembled route + maybe semantics
- has all features of phonological dyslexia plus semantic difficulties
- Hallmark: semantic errors in reading
- nonword reading may be abolished
- function word reading very poor
- preservation best for concrete content words
- reading affected by lexicality, concreteness and word class
Describe surface dyslexia
- damage to lexical/semantic route, forced to read via assembled route
- reliance on assembled route works for regular words and poorly on irregular or exception words
- key features: regularization errors, regularity effect, preservation of nonword reading
Why was a 3rd route added to the dual route model?
to explain Pts who can read exception words without comprehending them -> created lexical-nonsemantic route
Describe the difference between central vs. peripheral dyslexias
- Central dyslexias: affect processes involved in different routes of reading (phonological, deep, surface)
- Peripheral dyslexias affect early states in the analysis of letters and words
Describe letter-by-letter reading (pure Alexia)
- impaired access to orthographic lexicon or perceptual deficit
- able to identify written word only after naming each letter aloud or subvocally
- letters identified sequentially not in parallel
- Key features: naming each letter, slow reading, word length effect on speed and accuracy
Describe neglect dyslexia
- make visual erros involving beginnings or ends of words
- length or error response similar to target
- locus of impairment not clear
- reading vertically sometimes helps
Describe the triangle model of reading
- only one procedure for reading of familiar words and non words
- domains are separate but highly interactive
- this model isn’t as good as explaining and predicting effects of different dyslexias
-What are the 3 routes of the dual route model of spelling
- assembled spelling (generating)
- lexical semantic route (accessing)
- lexical non semantic route
What types of spelling errors can be made?
- regularization/phonologically plausible
- non phonologically plausible
- morphological
- semantic
Describe phonological dysgraphia
- damage to assembled route -> reliance on lexical route
- KEy feature: lexicality effect
- relative preservation of spelling of real words
- errors are non phonologically plausible
- imageability effect
- word class effect
Describe deep dysgraphia
- damage to assembled route + likely damage to semantics
- hallmark is semantic errors in spelling/writing
- spelling affected by lexicality, concreteness and word class
Describe surface dysgraphia
-damage to the lexical semantic route, so they must rely on assembled route
-Key features: phonologically plausible/regularization errors
and a regularity effect
-nonword spelling relatively preserved
Describe the graphemic buffer
-intermediate stage between retrieval and production where a generated spelling is held in a temporary memory store while it is written/typed
Describe graphemic buffer disorder
- arises form pathologically rapid decay of graphemic information in the buffer
- errors are non phonologically plausible
- spelling performance non modulated by lexical factors (regularity, frequency, concreteness)
- Hallmark: length effect
- serial position effect: more errors in the middle of words
whats the difference between central and peripheral dysgraphia?
- central dysgraphia lead to parallel deficits in all output modes
- peripheral dysgraphia lead to impairment in one specific output
what happens if there is a problem at the graphic motor pattern level
unable to use constant strokes to write letters
Describe allographic level impairment
- causes errors in written spelling that aren’t present when spelling aloud
- errors often involve substitutions and aren’t phonologically plausible
- can also get case mixing
- may differentially affect upper and lower case
Describe the triangle model of spelling
One spelling for nonwords and familiar words
-doesnt address peripheral dysgraphias
Things to remember when assessing spelling
- high degree of variability in individual spelling skills - check premorbid level
- if spelling disorder is suspected, evaluate more than one modality
- when doing spelling to dictation, have individual repeat target before spelling it
