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Neuropsychology > reading disabilities > Flashcards

reading disabilities Flashcards

1
Q

Is reading SLD caused by learning ______ requiring different interventions that are ______.

A

deficits

individualized

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2
Q

Model of Service Delivery (Hale)

Tier 1 :__ % Served

A

85%

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3
Q

Tier 2 :__ % Served

A

10% Problem-solving approach

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4
Q

Tier 3 :__ % Served

A

5% individualized special education

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5
Q 
The Cognitive Hypothesis Testing Model
#1 - Theory
A

Presenting problem
cognitive strengths and weaknesses
intervention Consultation
continue/terminate/ modify

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6
Q 
The Cognitive Hypothesis Testing Model
#2 - Hypothesis
A

choose plausible intervention

intellectual / cognitive problem

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7
Q 
The Cognitive Hypothesis Testing Model
#3 - Data collection
A

Administer/score intelligence tests

collect objective intervention data

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8
Q 
The Cognitive Hypothesis Testing Model
#4 - Interpretation
A

Interpret IQ or demands analysis
interpret constructs/ compare
determine intervention efficacy

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9
Q

WIAT - III USES THIS MODEL:

A

The Concordance-Discordance

Model of SLD Identification

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10
Q

Phonological awareness
Symbolic representation
Phoneme-grapheme correspondence

A

Word recognition

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11
Q

Timing/automaticity
Semantics
Receptive language
Syntax

A

Reading Comprehension

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12
Q

Sequencing

Word attack vs. sight word Strategies

A

Word recognition

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13
Q

Working memory
Pragmatics
Explicit-factual vs. implicit-inferential Comprehension

A

Reading Comprehension

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14
Q

automatic: proficient reader reads automatically

A

no dorsal stream

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15
Q

Damage to left hemi - ventral stream

A

difficulty recognizing sight words

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16
Q

Broca’s area

A

front dorsal stream

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17
Q

damage to right hemi - ventral stream

A

difficulty with sight words and perception of affect and faces

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18
Q

Reading fluency

A

Ventral stream

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19
Q

Basic word reading

A

Dorsal stream

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20
Q

damage to left hemi - dorsal stream

A

poor left / right orientation

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21
Q

poor sound symbol associations

A

Damage to left hemi -dorsal stream

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22
Q

Letter reversal

A

damage to left hemi - dorsal stream

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23
Q

Poor reading fluency : object naming limited

A

Damage to left hemi - ventral stream

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24
Q

Broca’s area

A

sounding out words & decoding

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25
Q

Decoding and recognizing words =

A

quick and efficient

26
Q

slow reading leads to….

A

poor comprehension

27
Q

reading fluency =

A

good comprehension

28
Q

Some kids who use ____ stream to read everything never understand. _____ stream needed for fluency

A

dorsal,

Ventral

29
Q

Can have child who sounds out every word and does well in spelling, but they don’t ______.

A

comprehend

30
Q

Need the _____ stream to read quickly and

A

efficiently

31
Q

Words are objects, which the ____ stream recognizes

A

Ventral

32
Q

words starts out ____, but then when you get it, it is transfered to the ____ stream.

A

Dorsal,

Ventral

33
Q

Efficient reader transfers a word they learned into their _____ stream.

A

Ventral

34
Q

Process of learning new words is process of transferring from____ where you _____ it, to ventral where you recognize it by ____.

A

Dorsal , Decode

Ventral, sight

35
Q

requires sounds, symbols, morphemes, letters and connecting them together to decode sound and symbols…

A

Decoding

36
Q

efficient reading requires

A

Sight word recognition (visual memory)

37
Q

not able to have sight-word recognition to recognize word quickly and efficiently, can’t recognize whole words.

A

Visual memory problems (VENTRAL STREAM)

38
Q

Spelling is more a….

A

dorsal stream process

39
Q

Need to transfer from…

A

the dorsal to the ventral

40
Q

The kids that guess at words instead of decoding words…

A

might not know how to decode and make that sight-sound relation.

41
Q

Way to teach fluency:

A

repetition, sight-word approaches on flash cards, repeated reading, faster reading. Flash cards are a good way

42
Q

flash cards

A

develops sight-word approach.

43
Q

Wernickes area

A

comprehends

44
Q

Reading efficiently is important because of

A

frontal lobe aspect: working memory

45
Q

Difficulty connecting numbers with quantity and math algorithms, limited comprehension of EXPLICIT language

A

Damage to left Hemi (occipital- temporal-parietal crossroads and wernicke’s area)

46
Q

difficulty connecting sounds (phonemes) with symbols (graphemes)

A

Damage to left Hemi (occipital- temporal-parietal crossroads and wernicke’s area)

47
Q

Poor math problem solving & comprehension of IMPLICIT lang, poetry

A

Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke’s area)

48
Q

Difficulty with new learning and integrating different types of info

A

Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke’s area)

49
Q

Poor understanding of humor

A

Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke’s area)

50
Q

Poor Verbal prosody & word subsitution ( verbose), limited pragmatics

A

Damage to right hemi BROCAS AREA

51
Q

Halting speech with little output & difficulty with ARTICULATION

A

Damage to LEFT Hemi BROCAS AREA

52
Q

Difficulties with SYNTAX

A

Damage to LEFT Hemi BROCAS AREA

53
Q

difficulties with impulse control

A

Damage to LEFT Hemi BROCAS AREA

54
Q

Can’t decode: can’t access____meaning of the word.

A

lexical

55
Q

Broca’s area for ___. Order words in sentences.

A

Expression

56
Q

Syntax & clauses

A

Broca’s area

57
Q

Talk very little, say few words

A

Broca’s aphasia

58
Q

Simple syntax

A

left brain

59
Q

Complex syntax with modifying clauses

A

Right brain

60
Q

difficulty with understanding language or speaking language.

A

APHASIA

61
Q

difficulty carrying out motor acts: writing, tying shoes, riding bike, etc.

A

APRAXIA

Neuropsychology (8 decks)

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