reading disabilities Flashcards
Is reading SLD caused by learning ______ requiring different interventions that are ______.
deficits
individualized
Model of Service Delivery (Hale)
Tier 1 :__ % Served
85%
Tier 2 :__ % Served
10% Problem-solving approach
Tier 3 :__ % Served
5% individualized special education
The Cognitive Hypothesis Testing Model #1 - Theory
Presenting problem
cognitive strengths and weaknesses
intervention Consultation
continue/terminate/ modify
The Cognitive Hypothesis Testing Model #2 - Hypothesis
choose plausible intervention
intellectual / cognitive problem
The Cognitive Hypothesis Testing Model #3 - Data collection
Administer/score intelligence tests
collect objective intervention data
The Cognitive Hypothesis Testing Model #4 - Interpretation
Interpret IQ or demands analysis
interpret constructs/ compare
determine intervention efficacy
WIAT - III USES THIS MODEL:
The Concordance-Discordance
Model of SLD Identification
Phonological awareness
Symbolic representation
Phoneme-grapheme correspondence
Word recognition
Timing/automaticity
Semantics
Receptive language
Syntax
Reading Comprehension
Sequencing
Word attack vs. sight word Strategies
Word recognition
Working memory
Pragmatics
Explicit-factual vs. implicit-inferential Comprehension
Reading Comprehension
automatic: proficient reader reads automatically
no dorsal stream
Damage to left hemi - ventral stream
difficulty recognizing sight words
Broca’s area
front dorsal stream
damage to right hemi - ventral stream
difficulty with sight words and perception of affect and faces
Reading fluency
Ventral stream
Basic word reading
Dorsal stream
damage to left hemi - dorsal stream
poor left / right orientation
poor sound symbol associations
Damage to left hemi -dorsal stream
Letter reversal
damage to left hemi - dorsal stream
Poor reading fluency : object naming limited
Damage to left hemi - ventral stream
Broca’s area
sounding out words & decoding
Decoding and recognizing words =
quick and efficient
slow reading leads to….
poor comprehension
reading fluency =
good comprehension
Some kids who use ____ stream to read everything never understand. _____ stream needed for fluency
dorsal,
Ventral
Can have child who sounds out every word and does well in spelling, but they don’t ______.
comprehend
Need the _____ stream to read quickly and
efficiently
Words are objects, which the ____ stream recognizes
Ventral
words starts out ____, but then when you get it, it is transfered to the ____ stream.
Dorsal,
Ventral
Efficient reader transfers a word they learned into their _____ stream.
Ventral
Process of learning new words is process of transferring from____ where you _____ it, to ventral where you recognize it by ____.
Dorsal , Decode
Ventral, sight
requires sounds, symbols, morphemes, letters and connecting them together to decode sound and symbols…
Decoding
efficient reading requires
Sight word recognition (visual memory)
not able to have sight-word recognition to recognize word quickly and efficiently, can’t recognize whole words.
Visual memory problems (VENTRAL STREAM)
Spelling is more a….
dorsal stream process
Need to transfer from…
the dorsal to the ventral
The kids that guess at words instead of decoding words…
might not know how to decode and make that sight-sound relation.
Way to teach fluency:
repetition, sight-word approaches on flash cards, repeated reading, faster reading. Flash cards are a good way
flash cards
develops sight-word approach.
Wernickes area
comprehends
Reading efficiently is important because of
frontal lobe aspect: working memory
Difficulty connecting numbers with quantity and math algorithms, limited comprehension of EXPLICIT language
Damage to left Hemi (occipital- temporal-parietal crossroads and wernicke’s area)
difficulty connecting sounds (phonemes) with symbols (graphemes)
Damage to left Hemi (occipital- temporal-parietal crossroads and wernicke’s area)
Poor math problem solving & comprehension of IMPLICIT lang, poetry
Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke’s area)
Difficulty with new learning and integrating different types of info
Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke’s area)
Poor understanding of humor
Damage to RIGHT Hemi (occipital- temporal-parietal crossroads and wernicke’s area)
Poor Verbal prosody & word subsitution ( verbose), limited pragmatics
Damage to right hemi BROCAS AREA
Halting speech with little output & difficulty with ARTICULATION
Damage to LEFT Hemi BROCAS AREA
Difficulties with SYNTAX
Damage to LEFT Hemi BROCAS AREA
difficulties with impulse control
Damage to LEFT Hemi BROCAS AREA
Can’t decode: can’t access____meaning of the word.
lexical
Broca’s area for ___. Order words in sentences.
Expression
Syntax & clauses
Broca’s area
Talk very little, say few words
Broca’s aphasia
Simple syntax
left brain
Complex syntax with modifying clauses
Right brain
difficulty with understanding language or speaking language.
APHASIA
difficulty carrying out motor acts: writing, tying shoes, riding bike, etc.
APRAXIA
