Reading and Writing Pt 1 Flashcards
logographic
writing symbols for a specific language
syllabary
each symbol represents a syllable
alphabetic
each symbol represents a letter or phoneme
orthography
set of rules for writing the words of a language
shallow orthography
when you see a word written, you can predict how it sounds
deep orthography
not as easy to predict how you should pronouce that word
- english language has deep orthography
homographs
words with same spelling but have different pronunciations and meanings
ex) read and read
homophones
same pronunciation but different meaning (can have same or different spelling)
- ex) brake and break
visual word form area
left occipitotemporal sulcus and is actived when reading words
which hemisphere is reading lateralized in
left
visual word form area characteristics
- interconnected with phonological areas in temporal lobe
- plasticity through experience - can acquire ability to read as adult
- effect of damage in childhood - when children learn how to read and have damage in VWFA, the corresponding area in the right hemi takes over
pure alexia
damage to VWFA in adulthood
- if you show them different images on a screen and ask to identify them, they can identify numbers or objects or faces. they can’t recognize individual letters, therefore, they can’t read
how are letter sequences recognized
entire words are processed in parallel
- preferential attention to first and last letters
- search mental lexicon for best fit given the context
saccade
move from one point to another, no information processing
fixation
brief pauses to take in information
- eyes stop while reading
eye movements during normal reading
spend more time on content words and fixate on words not common. skip over small words like to, that, the.
perceptual span
can see in parafovea about 12-15 letters ahead
spill over effect
if you take longer on one word, you will take longer on the following word
dyslexic reading vs normal reading
dyslexic people make a lot more fixations and have regressive daccades where they go back to words they have trouble sounding out. also have more saccades
phonological awareness
have an idea of how different words sound
phonological awareness
have an idea of how different words sound
alphabetical principle
how do i translate different letter symbols into the exact same sounds; associate written symbols with speech
grapheme to phoneme
individual letters to sounds
dual route model
- direct route - sight reading, we read words as a whole
- indirect route - sound out then understnad the meaning of the word
phonological dyslexia
problem with understanding how letters and letter combinations sound
- can sound out words from memory but can’t sound out pseudowords and takes them long time
- can memorize irregular words
surface dyslexia
results from brain damage in left hemisphere
- person can’t see whole words and have to read letter by letter (very slow)
- have problems with irregular words because they don’t recognize them from memory
letter-position dyslexia
visual spatial damage causes this
