Week 6- Dyslexia

Question 1

Levels of causation of developmental disorders

Answer 1

Etiology
Neurobiology
Cognition
Behaviour symptoms

Question 2

Dyslexia

Answer 2

Specific learning disability
Difficulties in single word decoding unexpected in relation to age or other cognitive abilities and the provision of effective classroom instruction
Typically resulting from a deficit in the phonological component of language
Language based disorder of neurological origin

Question 3

Single cause theory of dyslexia

Answer 3

Influences are one directional
Genetic-Neurobiological-Cognition-Behaviour
Phonological deficit hypothesis

Question 4

Interactive model pf dyslexia

Answer 4

Structure and function of the brain are altered by experience
Genetic-Nerurobiological, cognition and behaviour (all affected by environment)
Multiple deficit model

Question 5

Concordance rate in twins

Answer 5

Monozygotic: 68%
Fraternal: 38%

Question 6

Familial risk of dyslexia

Answer 6

When one parent has it odds increase with a factor 7 to 12

Question 7

Neurons of relevance to dyslexia

Answer 7

Pyramidal cells: Long output dendrite, typical in motor system
Magnocels: Many connections, involved in fast info processing

Question 8

Ectopia

Answer 8

One cause of dyslexia
When cells migrate too far and are no longer involved in their neural network

Question 9

Migration

Answer 9

Neurons migrate to outer levels
During gestation (7 to 11 weeks)

Question 10

Cognitive factors of relevance

Answer 10

Phonological insights
Phonological skills can be tested with the Foneem-deletietest or with auditory discrimination/categorisation tests (POP vs KOP)

Question 11

Auditory discrimintaion/categorisation test

Answer 11

Speech continuum is presented in which sounds gradually change
At-risk children show a less steep identification curve than control children- Indicating poorer phonemic categorization

Question 12

Rapid Automized Naming Task

Answer 12

presented with sheet of colours and
objects and the goal is to rapidly retrieve and name the presented stimuli. Some
are more challenging (i.e., stroop variation

Question 13

Cognitive level conclusion in dyslexia

Answer 13

Phonological knowledge/skill is a core ability
Severity of cognitive deficits and peoples environment determine their reading skill

Question 14

Behavioural level of dyslexia

Answer 14

Reading skill as measured via speed and accuracy

Question 15

Diagnosis of dyslexia

Answer 15

Purely behaviourally based (even though causative factors at other levels)
Persistent reading and spelling disorder
with a basis in neurobiological elements that can not be explained by other factors

Question 16

Ellis and Young’s Dual Route Model

Answer 16

Model of processing that influences all language skills
Direct route for the processing of words you are familiar with- Analysed visually and proceeds to visual input lexicon
If not familiar proceeds to grapheme-phoneme conversion (primarily early readers)

Question 17

orthography

Answer 17

Incongruence between graphemes and phonemes
The more inconsistent a languages orthography, the more difficult it is to acquire the spelling system of that language

Question 18

Processing speed

Answer 18

The ability to perform simple, repetitive cognitive tasks quickly and fluently

Question 19

Reaction and decision speed

Answer 19

The speed of making very simple decisions or judgements when items are presented one at a time

Question 20

Psychomotor speed

Answer 20

Speed and fluidity with which physical body movements can be made

Question 21

Schneider and Mcgrew

Answer 21

Hierarchy of speeded abilities
General speediness in Striatum III
Four Stratum II broad factors- Broad psychomotor speed, broad decision speed, broad cognitive speed, retrieval fluency
Speeded abilities are differentiated by:
-Degree of info processing needed
-Complexity of info being processed
-Characteristics of the stimulus being used
Split CHC factor of Long term storage and retrieval into:
-Learning efficiency
-Retrieval fluency

Question 22

Neuroanatomy of processing speed

Answer 22

Slow processing speed associated with lower white matter volume (ApoF-e2 allele)
Increased gray matter improves processing speed (DCD2 allele)

Question 23

Acculturation knwoledge

Answer 23

Comprehension knowledge

Question 24

Neuroanatomy of semantic memory

Answer 24

Damage to medial temporal lobe

Question 25

Neuroanatomy of language

Answer 25

Left side of brain- Production and understanding of language
Right hemisphere- Expression and recognition of emotion in tone of voice

Question 26

Broca’s area

Answer 26

Inferior prefrontal cortex of the left hemisphere

Question 27

prosody

Answer 27

Use of changes in intonation and emphasis to convey meaning in speech besides that specified by words

Question 28

Neuroanatomical circuitry of reading

Answer 28

Dyslexic readers use 2 slower inefficient pathways
Skilled readers use one quicker pathway

Question 29

Parieto-temporal system in reading (Dorsal pathway)

Answer 29

Phonetic decoding
Analysing a word, pulling it apart by phonemes, and linking the letters to sounds
Angular gyrus and supramarginal gyrus are activated
Children initially learning to read use this system almost exclusively

Question 30

Occipito-temporal pathway in reading (Ventral stream)

Answer 30

Becomes more active as children become more skilled at reading
Insular cortex automatically recognises words in print and plays a key role in reading fluency
Uses a whole word approach to reading
Words automatically recognised by sight and dont need to be deconstructed phonetically

Question 31

3rd reading pathway

Answer 31

Broca’s area
Phonemic decoding of words
Not as efficient as occipito-temporal pathway

Question 32

Brain activity areas in readers

Answer 32

Good readers- Back of the brain
Inefficient readers/ children with dyslexia- Less activation in back
Dyslexic- Can activate all 3 pathways byt trouble doing it simultaneously
- Can show overactivation in Broca’s area

Question 33

Types of dyslexia

Answer 33

Pure alexia/ word blindness/ alexia without agraphia:
-Lesions in visual pathways
-Cant read but can recognise previously learned words

Phonological/ dysphonetic dyslexia:
-Can read familiar but not unfamiliar words

Surface dyslexia
-Can read words phonetically but difficulty reading irregularly spelled words by the whole-word method
-Left angular gyrus

Mixed dyslexia
-Cant use whole-word or phonetic approach but visual pathways are intact
-Read words by reading letters individually

Question 34

Neuroanatomy of speed of info processing

Answer 34

brains myelination

Question 35

Brain region associated with difficulty with verbal retrieval fluency

Answer 35

Left dorsolateral prefrontal circuit

Question 36

Broad assessment of reading fluency test

Answer 36

PAL-II RW

Question 37

Dysarthria

Answer 37

Difficulty with pronunciation due to weakness or poor coordination of muscles lips and tongue

Question 38

Language skills are lateralized in left hemisphere for what % of people

Answer 38

90%

Question 39

Only major tests of intelligence or cognitive abilities that includes an auditory processing factor

Answer 39

WJ IV COG