Reading Writing

Question 1

Logogram

Answer 1

A written symbol that represents a word or morpheme.

Chinese

Question 2

Syllabary

Answer 2

A writing system that represents each syllable with a different symbol.
Japan

Question 3

Alphabet

Answer 3

a writing system that represents each phoneme with a different symbol

Question 4

Orthography

Answer 4

The set of rules for writing the words of a language.

Question 5

Shallow Orthography

Answer 5

The situation in which spelling and pronunciation are closely matched

Question 6

Deep Orthography

Answer 6

The situation in which spelling and pronunciation are poorly matched.

Question 7

Homophone

Answer 7

Words with the same pronunciation but different meanings

e.g., sound

Question 8

Homograph

Answer 8

Words that are spelled the same but pronounced differently

Close/close, read/read, lead/lead, live/live

Question 9

What do all writing systems have in common?

Answer 9

They all consist of characters that are composed of lines and curves in contrasting orientations.

Question 10

What visual perceptual skill does the brain use to process letters?

Answer 10

Edge detection

Question 11

Visual Word Form Area

Answer 11

A region between the occipital and temporal lobes where the symbols of the writing system are stored, regardless of the language or the type of script.

Question 12

Gaze Contingency Paradigm

Answer 12

Experimental procedure in which a narrow window of text surrounding the fixation point is displayed on a computer screen.

Question 13

fixated words show a frequency and predictability effect

Answer 13

Low frequency words are fixated longer, less predictable words are fixated longer.

Question 14

Define Spillover Effect

Answer 14

Processing difficulties of the preceding word cause the fixation duration of the current word to be extended.

Question 15

Dual Route Model

Answer 15

Readers can access a word’s meaning and then its pronunciation or its pronunciation and then its meaning.

Question 16

Direct Route

Answer 16

Process of going straight from the written word to its meaning
Very common sight words (was, of, the) and very irregularly spelled words (enough and yacht)

Question 17

Indirect Route

Answer 17

Process of accessing the meaning of a written word by first reconstructing its pronunciation.
Unknown words that must be sounded out (atriscoldate, wug)

Question 18

Acquired Dyslexia

Answer 18

An impairment in reading ability due to brain damage in a person who had previously been a skilled reader.

Question 19

Surface Dyslexia

Answer 19

A condition in which the ability to read regularly spelled words and pseudowords (indirect route) is spared while the ability to read irregularly spelled (direct route) words is lost.

Question 20

Phonological Dyslexia

Answer 20

A condition in which reading is relatively spared with the exception that the ability to sound out unfamiliar words (indirect route) is lost.

Question 21

Where is the damage to the brain when a patient experiences surface dyslexia?

Answer 21

Left temporal lobe, ventral stream

Question 22

Where is the damage to the brain when a patient experiences phonological dyslexia?

Answer 22

Left inferior parietal and frontal regions, dorsal stream

Question 23

Implicit Prosody Hypothesis

Answer 23

The proposal that skilled readers organize the material they read into prosodic phrases similar to the way they would when they speak.

Question 24

Developmental Dyslexia

Answer 24

A reading disability in children that cannot be attributed to a lack of intelligence, motivation or educational opportunity.

Question 25

Phonological Awareness

Answer 25

An understanding that words can be broken down into smaller sound structures.

Question 26

3 different examples of phonological awareness

Answer 26

Noticing alliteration (tic tac toe)
Noticing rhyming (cat, mat, hat)
Sensitivity to syllable structure (clapping the syllables)

Question 27

Alphabetic Principle

Answer 27

The process by which readers associate written symbols with speech sounds.

Question 28

The prevalence of dyslexia is similar world-wide, regardless of the writing or language system T/F?

Answer 28

T

Question 29

Rapid Automatized Naming Task

Answer 29

A diagnostic for dyslexia in which the child is asked to name written letters, numbers or other familiar symbols as quickly as possible.

Question 30

Define Gray (Grey in Canada) Matter

Answer 30

Brain tissue that is mainly composed of neuron cell bodies and whose function is to process information

Question 31

White Matter Tracts

Answer 31

Bundles of fibers that connect various brain regions and whose function it is to transmit information.

Question 32

Diffusion Tensor Imaging

Answer 32

An fMRI technique that enables researchers to trace the pathways of the white matter tracts.

Question 33

Auditory Processing Deficit Hypothesis

Answer 33

The proposal that dyslexia stems from an underlying difficulty in accurately detecting and remembering rapid sound changes.

Question 34

What part of the brain that is involved in coordination of motor and cognitive tasks may play a role in dyslexia?

Answer 34

Cerebellum

Question 35

What is “yet another risk factor for reading impairment”

Answer 35

Premature birth

Question 36

What are six negative consequences of dyslexia and late detection of dyslexia?

Answer 36

Do not complete high school or college
Enter the juvenile justice system
Frustration, 
low self esteem, 
poor vocabulary skills and 
dampened motivation to learn

Question 37

three overlapping stages of learning to write

Answer 37

Learning letters
Combining letters into words
Combining words to compose text

Question 38

Exner’s Area

Answer 38

A brain area located in the left frontal premotor cortex just above Broca’s area that stores the motor programs for handwriting gestures.

Question 39

Learning to spell requires coordinating information at 3 levels

Answer 39

1. Phonological-analyze syllables and phonemes
2. Orthographic-spelling conventions
3. Morphological – how to write the structures of words (suffixes and prefixes)

Question 40

Isolated Spelling Disorder

Answer 40

a specific and significant impairment in spelling skills even though reading ability is in the normal range

Question 41

Flexible Focus Text

Answer 41

No global topic but instead sentences chained together by loose association.

Question 42

Fixed Topic Text

Answer 42

Each statement relates to the core topic but there’s still no elaboration of these statements

Question 43

Topic Elaboration Text

Answer 43

After sixth grade a set of subtopics arranged about a common theme

Question 44

Define Burst

Answer 44

A period of active text composition bounded by pauses at both ends

Question 45

pauses in the composition process

Answer 45

Pauses of more than 2 seconds make up half the time spend composing a text.
Pauses are used to plan the next burst or revise the previous one.

Question 46

Hayes Model

Answer 46

An influential theory of the writing process, with 4 core writing processes, and 3 levels of interacting cognitive processes.

Question 47

Proposer

Answer 47

Generates ideas

Question 48

Translator

Answer 48

Converts the proposed ideas into spoken language strings

Question 49

Transcriber

Answer 49

Converts spoken language strings into motor plans for writing or typing

Question 50

Evaluator

Answer 50

Scans for errors and initiates revisions of the output from the other three processes

Question 51

The Control Level:

Answer 51

Exerts top down control over the writing process. Involves motivation, goals, plans and writing schemas.

Question 52

The Resource Level:

Answer 52

LTM, working memory, attention and reading

Question 53

Where does the Hayes model propose the problem arises for children with dyslexia within the model

Answer 53

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