SPRING Atypical Reading

Question 1

What was dylexia first thought to be

Answer 1

morgan (1896) congenital word blindness

problem of vision and inability to recall how words looked

Question 2

how does the prevalence of dyslexia change across language

Answer 2

english -4-10%
changes as difficulty in comprehension changes - differences in orthographic consistencies
ie italian prevalence half that of USA

Question 3

social impact of dyslexia

Answer 3

prevalent in disadvantaged
60% inmates
75% unemployed
85% juiveniles (43% 2 years below reading age and 38% below grade 4 reading age)

Question 4

what is dyslexia

Answer 4

disorder manifested in difficulty of learning to read despite conventionl instruction, adequate intelligences and socio cultural opportunity
definition primarily focuses on exlusion

Question 5

what is alexia

Answer 5

inability to read completely

Question 6

heritability of dyslexia

Answer 6

40% sons with dyslexic fathers
36% daughter with dyslexic mother
50% chance if either parent

at risk 4x more likely to develop dyslexia than norm

Question 7

gender issues in looking into dyslexia

Answer 7

more boys studied than girls creates bias

Question 8

olson et al 1989 twin study and heritability of dyslexia

Answer 8

discrimination of words from homophonic nonwords (e.g., rane, rain) compared for pairs of older children with reading disabilities (RD) and younger non-disabled readers matched on word recognition
Phonological coding was substantially lower in RD- unique developmental deficit in phonological coding rather than an equal developmental lag across all component reading skill
RD highly heritable and accounted for most of the heritable variance in their word recognition deficits

Question 9

describe frith and morton theortical framework

Answer 9

way of assessing influence of biology, cognition and behaviour on dyslexia
biology - brain
cognition - workings of mental components
behaviour - difficulties and observed performance

Question 10

basic causal model of dyslexia (frith and morton)

Answer 10

biological origin leads to cognitive deficit which is expressed in deficits in behaviour

Question 11

impacts of remedial teaching on dyslexia (frith and morton)

Answer 11

dyslexia appears to be improved by better teaching but does not make changes to cognition or biology
environmental change

Question 12

environmental causation of dyslexia (frith and morton)

Answer 12

thought that no cog or bio abnormalities then dyslexia due to environment
ie poor teaching or socioeconomic factors

Question 13

dyslexia and IQ

Answer 13

not link to IQ but use discrepancy diagnosis so easier to identify in average/above average children as not expected (but poor correlation between the two)

some argue shouldnt base diagnosis on discrepancy BUT may neglect individuals who are good in all other areas and then struggle later on

Question 14

dysexia and development

Answer 14

developmental disorders change with age
definition of dyslexia is dependent on the underlying problem
diagnoiss also likley to change dependent on language and how to read

Question 15

main theories of dyslexia

Answer 15

phonological defecit hypothesis (snowling 1995)
double deficit hypothesis (wolf and bowers 1999)
phonological vs surface subtypes (castles and coltheart 1993)

Question 16

visual theories of dyslexia

Answer 16

magnocellular deficit hyp (stein and walsh 1007)
visual attention span (bosse et al 2007)
visual stress (wilkins 2002)

Question 17

miscellaneous theories of dyslexia

Answer 17

cerebellar theory (nicholson and fawcett 1998/habib 2000)

Question 18

define phonoligical deficit hyp

Answer 18

pa thought tp correlate with reading ability (reciprocal relationship)
wide range of evidence suggests that dyslexics are impaired on variety of PA tasks
ie phoneme deletion (cat without /k/)
phoneme counting and phoneme blending
not a strong case to be made for rhyme
awareness being a significant independent predictor of reading and spelling acquisitio ie not a strong case to be made for rhyme awareness being a significant independent predictor of reading and spelling acquisition.

Question 19

how might phonological awareness be assessed

Answer 19

controversy
rhyme: what word doesnt rhyme with …
segmentation: what is cat without the c
BUT - may be mistaken for vision ie what word looks like without c

Question 20

limits of phonological deficit hypothesis

Answer 20

phonology being mistaken for vision (segmentation)
GPC has visual basis where map sounds to letters so not fully phonological
ignores a working memory component ie ability to produce speach and ability to hear others
if base dyslexia on phonology then may neglect children with other problems

Question 21

describe dyslexia subtypes (dual route) theory of dyslexia

Answer 21

the system
which skilled readers use to read involves at least two separate procedures, one
often referred to as the lexical procedure and the other as the sublexical
procedure.

Question 22

dyslexia subtypes (dual route) phonological deficit

Answer 22

cant map sounds to letters (sublexical GPC)
cant read non words but can do exception/irregular words
fast but cant learn new well

Question 23

dyslexia subtypes (dual route) surface deficit

Answer 23

specific problem with exception but not regular words
use sub lexical so overall reading difficulty and slower
errors in phonolohy and correct pronounciation

Question 24

problem with subytpe dyslexia dual route

Answer 24

fails to specify exactly were the problem lies in the model

Question 25

dyslexia and RAN tasks

Answer 25

rapid automised naming task
problems in speed and accuracy performance
RAN measure verbal fluency and speed of processing visually presented information

Question 26

describe the double deficit hypothesis (wolf and bowers 1999)

Answer 26

children show problems in phonology and not RAN tasks
some in RAN and not phonology
some both (Statistically the worst readers)
mechanisms driving RAN not yet fully specified BUT thought cognitive deficits that lead to poor RAN affect reading by interfering with the quality of orthographic representations with the forming of links between orthographic and phonological representations that are crucial for reading.
thought to be more than one cause of reading difficulties and RAN thought to measure different processes from phonology

Question 27

describe the magnocellular deficit hypothesis (stein and walsh 1977)

Answer 27

deficit in dorsal magnocellular visual system thought to be cause of dyslexia - evidence for deficit in magno cells during post mortem
magno - large eye movements/ dorsal - where, space and motion
produces a deficit in the processing of visual
information at low luminance, low spatial frequency and
high temporal frequency
psychophysical deficits in m cells caue problems reading ie difficulty telling black from white at low spatial freq

Question 28

limits of magnocellular deficit hypothesis

Answer 28

not all studies show support
p cell ‘what’ venral stream deficit?
mechanisms unclear - all children thought to have poor movement/eye control
how does GPC link to magnocellular pathway?

Question 29

treatments for magnocellular theory

Answer 29

training in convergence
omega 3 - boost myelination of visual pathways?
coloured glasses - not certainhow work but argues just as effective as other methods

Question 30

phonoloigcal awareness theory treatments

Answer 30

toe by toe 
- slow process of learning GPC 
- requires intense resourcing and supervision
jolly phonics
sound linkage

Question 31

comorbidity of dyslexia

Answer 31

link to motor problems, ADHD, specific language impairemnts (SLI)

Question 32

wider social issues : the rose report 2009

Answer 32

emphasises the role of GPCs and synthetic phonics teaching for children
teachers strusyter to identify at risk children as opposed to screening strategy
PROBLEMS: not full understanding of dyslexia, some children not respond to all treatment and need LT and trivialises the disorder
NEED SPECIALIST TEACHERS

Question 33

issues of dyslexia diagnosis

Answer 33

only diagnose via educational psychologist
assessment no solely reading (STM, motor coordination)
discrepancy vs delay - - GVPR likley to be diagnose as dyslexic but not discrepants

Question 34

what is acquired dyslexia

Answer 34

dyslexia via brain damage

Question 35

jyvaskyla 2012 longditudinal study of dyslexia

Answer 35

following the early development of children born at risk for dyslexia in finland
Familial risk for dyslexia is a strong predictor of difficulties in reading and spelling developmen - 4x more likely to develop dyslexia at end of grade 2 language development has been found to be linked to maternal supportive behaviour in play situations (Lyytinen et al., 2003b), maternal activating strategy (Laakso et al., 1999a), and to the amount of parent-child shared book reading (Torppa et al., 2007)

Question 36

stanovich 1986 IQ and dyslexia

Answer 36

31% corr between reading and iq in normal pop
the children inthese samples should have small but pervasive cognitive deficits, because on one omnibus index of cognitive functioning (an intelligence
test) they show a small deficit. They are not the
extreme statistical outliers that the definitions of
reading disability imply

Question 37

define phonological awareness

Answer 37

conscious awareness of the ability to manipulate the sounds within words

Question 38

bradley and bryant 1983 PA

Answer 38

experiences with rhyme before school effect later success in learning to read and write
longitudinal study and an intensive training program in sound categorization - measured before read and then related to their progress in reading, spelling, and mathematics over 4 yrs
high correlations between initial sound categorization scores and Ss’ reading and spelling over 3 yr - even when IQ and memory ability controlled for.
+ This suggests that training in sound categorization is more effective when it also involves an explicit connection with the alphabet.

Question 39

Castles and Coltheart 2004 PA review findings against b&b

Answer 39

b&b may measure phonemic awareness in addition to rhyme awareness (MacMillan, 2002).
This is because a child can potentially obtain the correct answer on many items, not by noticing that one word does not sound the same overall (a rhyme judgement), but by noticing that one word does not end in the same final sound (a phonemic judgement).
not a strong case to be made for rhyme
awareness being a significant independent predictor of reading and spelling acquisition.

Question 40

dual route lexical surface route

Answer 40

involves retrieving, from a mental lexicon, the phonological form appropriate to a particular orthographic stimulus.
by definition, the mental lexicon contains only representations of real words which the reader has previously encountered- unable to read nonwords

Question 41

dual route sublexical phonological route

Answer 41

using correspondence rules which specify relationships between submorphemic orthographic and phonological segments (e.g., GPC). Pronunciations are “assembled” from smaller orthographic components.
duces incorrect responses for
irregular or exception words, like yacht, as these words disobey the correspondence
rules

Question 42

holmes 1973 surface dyslexia case study

Answer 42

CD, was a 17-year-old girl with an IQ exceeding 100 but a reading age of only 10 years
Her reading performance closely resembled that of acquired surface dyslexics - more successful at reading aloud regular words than irregular words and made
frequent regularisation errors.
The authors attributed her performance to a selective difficulty in using the lexical procedure and so justified the use of the term developmental surface dyslexia to describe her condition.

Question 43

Temple and Marshal 1982 phonological dyslexia case study

Answer 43

HM a 17-year-old girl of average intelligence and with a reading age of around 10 years.
She could read aloud both regular and irregular words quite well, but performed very poorly on nonwords and rare words.
Her responses to the nonwords contained word components, suggesting that she used real word analogies in attempting to pronounce them.
HM had a specific difficulty in using the sublexical procedure and that her condition was therefore analogous to acquired phonological dyslexia.

Question 44

Powell et al 2007 Double Deficit

Answer 44

assessed RAN, phonological awareness, and reading performance in 1010 7- to 10-year-olds
RAN deficits occurred in the absence of phonological awareness deficits
Children with single
RAN deficits showed slower speed of processing than did closely matched controls performing normally
on RAN. However, regression analysis revealed that RAN made a unique contribution to reading
even after accounting for processing speed

Question 45

livingstone et al 1991 magnocellular deficit

Answer 45

recoreded VEP in normal and dyslexic subjects
dyslexic appear to show delay/deficit of neg evoked potential
thought to relate to magnocellular system
+ post mortem show - magnocall more disorganised, smaller cells which may lead to deficit

Question 46

define parvocellular deficit hypothesis

Answer 46

deficit at high luminance, high spatial frequency

and low temporal frequency

Question 47

whitney and Cornelissen 2005

Answer 47

deficits of pa may be a symptom>cause, of dyslexia -dyslexia results from the failure to form normal grapheme-phoneme associations
reading acquisition itself creates a phonemic representation, via ‘graphoneme’: linkages of graphemes to groups of phonetic features - phonemic encoding depends on a linkage to orthography.
the inability of dyslexics to perform phonological-awareness tasks would indicate the
absence of graphonemic representations