Reading Difficulties Flashcards
What are the difficulties assoiated with dyslexia?
Speed of word processing
Naming speed
Spelling
Visual perception
Working memory
Attention
Planning and organisation
What should interventions be based on?
Theory of how a skill develops
Theory of how a skill is promoted
High Quality Evidence
What is a theory based intervention?
Theories inform which skills are targeted by the intervention.
What are theory based interventions based on?
The intervention is based on isolating, identifying and blending phonemes.
What are the effect sizes from Phonological awareness training?
0.86 on phonological awareness
0.53 on reading outcomes
0.59 on spelling outcomes
How effective is Phonological awareness training?
Highly effective across literacy domains.
Not effective outside domain (e.g., maths).
Improved in combination with letter knowledge.
What are evidence based interventions?
Evidence is reviewed to see how a skill is best promoted.
What is an example of evidence based interventions?
honics instruction can be used to improve letter-sound knowledge.
What is synthetic phonics?
converting letters into sounds to blend
What is analytic phonics?
dentifying words then identifying the sounds within the word
What combination of techniques works best for evidence based interventions?
Both techniques are useful, but a combined approach with synthetic phonics instruction appears most successful
How hereditary are reading difficulties?
40-60%
Whay did Stevenson find about heritability in twins?
29% for reading abilities and 73% for spelling abilities
Name two candidate genes -
KIAA0319 and DCDC2
What does KIAA0319 do?
Affects neural migration and radial glia adhesion.
What is some evidence for KIAA0319?
Evidence from genetic pooling of 223 subjects with DD and 273 controls
What does DCDC2 do?
Particularly associated with the severe phenotype of dyslexia
What is some evidence for DCDC2?
Longitudinal study found that genetic risk from DCDC2 strengthens the link between pre-reading maze learning and subsequent reading impairment
How do genec correlate with other types of neurodiversity?
Genome-wide association study found associations between dyslexia risk and risk for ADHD, bipolar disorders, and schizophrenia
How do genes interact with the environment?
Gene-environment interacts change over time
Genes have a higher influence when socio-economic status is high
What is the phonological deficit theory?
Deficit in phonological awareness
i.e., the ability to recognize spoken parts of sentences and words.
What is the Automisation Hypothesis?
Dyslexia is needed as the result of a deficit in automatic processing.
i.e., difficulty ‘automising’ reading behaviours once learnt. This might be caused by reduced activation in the cerebellum.
What did Moores 2003 find?
Dyslexia and control performance was similar for focusing attention. i.e., just looking at red squares.
But the dyslexia group performed significantly worse than controls when the task relied on shifting attention.
What is the double deficit theory?
Phonological awareness
Rapid naming
And a third orthographic deficit?
What did Dilnot 2017 find?
Home literacy environment and child’s health predicted reading readiness.
Home literacy environment and family stresses predicted attention and behaviour.
What is comorbidity?
When somebody has two diagnoses simultaneously.These diagnoses might be associated but are not necessarily related.
What is the shared liabilities explanation of comorbidity?
the same factor underpins both diagnoses - This could have a genetic, cognitive, or cellular basis.
‘shared risk factor”
What is the correlated liabilities explanation of comorbidity?
eg smoking and drinking -> heart disease and liver disease
Associated but distinct risk factors.
What does dyslexia have a high comorbidity with?
DLD, ADHD,Developmental dyscalculia,Developmental coordination disorder
Why does comorbidity occur between dyslexia and other neurodevelopmental disorders?
Shared genetic aetiology - e.g., shared genetic risks for dyslexia and ADHD
Shared cognitive bases - e.g., domain-general impairments in dyslexia and dyscalculia
