Reading and Writing Pt 1

Question 1

logographic

Answer 1

writing symbols for a specific language

Question 2

syllabary

Answer 2

each symbol represents a syllable

Question 3

alphabetic

Answer 3

each symbol represents a letter or phoneme

Question 4

orthography

Answer 4

set of rules for writing the words of a language

Question 5

shallow orthography

Answer 5

when you see a word written, you can predict how it sounds

Question 6

deep orthography

Answer 6

not as easy to predict how you should pronouce that word
- english language has deep orthography

Question 7

homographs

Answer 7

words with same spelling but have different pronunciations and meanings
ex) read and read

Question 8

homophones

Answer 8

same pronunciation but different meaning (can have same or different spelling)
- ex) brake and break

Question 9

visual word form area

Answer 9

left occipitotemporal sulcus and is actived when reading words

Question 10

which hemisphere is reading lateralized in

Answer 10

left

Question 11

visual word form area characteristics

Answer 11

• 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

Question 12

pure alexia

Answer 12

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

Question 13

how are letter sequences recognized

Answer 13

entire words are processed in parallel
- preferential attention to first and last letters
- search mental lexicon for best fit given the context

Question 14

saccade

Answer 14

move from one point to another, no information processing

Question 15

fixation

Answer 15

brief pauses to take in information
- eyes stop while reading

Question 16

eye movements during normal reading

Answer 16

spend more time on content words and fixate on words not common. skip over small words like to, that, the.

Question 17

perceptual span

Answer 17

can see in parafovea about 12-15 letters ahead

Question 18

spill over effect

Answer 18

if you take longer on one word, you will take longer on the following word

Question 19

dyslexic reading vs normal reading

Answer 19

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

Question 20

phonological awareness

Answer 20

have an idea of how different words sound

Question 21

phonological awareness

Answer 21

have an idea of how different words sound

Question 22

alphabetical principle

Answer 22

how do i translate different letter symbols into the exact same sounds; associate written symbols with speech

Question 23

grapheme to phoneme

Answer 23

individual letters to sounds

Question 24

dual route model

Answer 24

• direct route - sight reading, we read words as a whole
• indirect route - sound out then understnad the meaning of the word

Question 25

phonological dyslexia

Answer 25

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

Question 26

surface dyslexia

Answer 26

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

Question 27

letter-position dyslexia

Answer 27

visual spatial damage causes this