Reading and Writing

Question 1

What is the main idea of the dual route model of reading?

Answer 1

reading can be accomplished by 2 (3) routes

Question 2

Describe the lexical semantic route

Answer 2

involves ACCESSING stored representations of the orthography of known words

Question 3

Describe the assembled/ non lexical route

Answer 3

involves GENERATING the pronunciation of nonwords and unfamiliar words on the basis of knowledge about the correspondences between letters and sounds

Question 4

Describe the visual analysis system of the dual route model

Answer 4

• identifies the component letters in a word
• ignores font and letter case
• encodes letter positions

Question 5

Describe the orthographic lexicon in the dual route model

Answer 5

contains representations of all words the reader has learned to recognize by ‘sight’
-contains orthographic info only, nothing about semantics or phonology

Question 6

Describe the semantic system

Answer 6

• knowledge of word meanings

- a word is comprehended when its semantic representation is activated

Question 7

Describe the phonological output lexicon

Answer 7

-contains stores of phonological forms of known words

Question 8

Why are reading errors important?

Answer 8

• important to the classification of reading disorders

- informative because they provide indications of processes that have been impaired or preserved

Question 9

What are some types of reading errors

Answer 9

• regularization
• visual/phonological
• morphological
• semantic

Question 10

Describe phonological dyslexia

Answer 10

• Damage to assembled route (impaired grapheme-phoneme convervision)
• key feature: word reading&raquo_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

Question 11

Describe deep dyslexia

Answer 11

• 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

Question 12

Describe surface dyslexia

Answer 12

• 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

Question 13

Why was a 3rd route added to the dual route model?

Answer 13

to explain Pts who can read exception words without comprehending them -> created lexical-nonsemantic route

Question 14

Describe the difference between central vs. peripheral dyslexias

Answer 14

• 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

Question 15

Describe letter-by-letter reading (pure Alexia)

Answer 15

• 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

Question 16

Describe neglect dyslexia

Answer 16

• 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

Question 17

Describe the triangle model of reading

Answer 17

• 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

Question 18

-What are the 3 routes of the dual route model of spelling

Answer 18

• assembled spelling (generating)
• lexical semantic route (accessing)
• lexical non semantic route

Question 19

What types of spelling errors can be made?

Answer 19

• regularization/phonologically plausible
• non phonologically plausible
• morphological
• semantic

Question 20

Describe phonological dysgraphia

Answer 20

• 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

Question 21

Describe deep dysgraphia

Answer 21

• damage to assembled route + likely damage to semantics
• hallmark is semantic errors in spelling/writing
• spelling affected by lexicality, concreteness and word class

Question 22

Describe surface dysgraphia

Answer 22

-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

Question 23

Describe the graphemic buffer

Answer 23

-intermediate stage between retrieval and production where a generated spelling is held in a temporary memory store while it is written/typed

Question 24

Describe graphemic buffer disorder

Answer 24

• 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

Question 25

whats the difference between central and peripheral dysgraphia?

Answer 25

• central dysgraphia lead to parallel deficits in all output modes
• peripheral dysgraphia lead to impairment in one specific output

Question 26

what happens if there is a problem at the graphic motor pattern level

Answer 26

unable to use constant strokes to write letters

Question 27

Describe allographic level impairment

Answer 27

• 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

Question 28

Describe the triangle model of spelling

Answer 28

One spelling for nonwords and familiar words

-doesnt address peripheral dysgraphias

Question 29

Things to remember when assessing spelling

Answer 29

• 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