Week 8 - FINAL

Question 1

Reading Disorders

Answer 1

Dyslexia—Impaired basic literacy skills (inaccurate single word reading, poor fluency and spelling)

Poor comprehenders—normal single word readers but impaired reading comprehension (broader language processing problems)

Question 2

Dyslexia across languages

Answer 2

Found across languages including logographic languages (e.g., Chinese)

More severe in alphabetic languages that
have inconsistent mapping of letters to
sounds (English) than those that have consistent mapping (Spanish, Italian)

Question 3

Dyslexia predictors: impairments in

Answer 3

Impairments in:

phoneme awareness

rapid serial naming, vocabulary

verbal short term naming,
vocabulary

verbal short term memory

Question 4

Diagnosis Discrepancy model

Answer 4

Ability vs achievement

Look at cut off scores, if you have score below cut off score, you have learning disability

Disadvantage: if you are really smart with a LD, your scores will be high and wont show a discrepancy

Question 5

Tests for Dyslexia

Answer 5

Battery of tests are necessary so that comparisons can be made between tests that generally are not as affected by dyslexia to those that are tapping common weaknesses in dyslexia

However, there is no characteristic deficit or profile that can be used to rule in or rule out diagnosis. Be alert to the patterns that are inherent to dyslexia

Question 6

Common weakeness in dyslexia

Answer 6

reading accuracy

fluency

spelling

Question 7

Common cognitive difficulties in dyslexia

Answer 7

phonological awareness

rapid naming

nonverbal processing speed

verbal short term memory

vocabulary

Question 8

Woodcock Johnson IV Tests

Answer 8

Woodcock-Johnson-IV Tests of Cognitive Abilities

Woodcock-Johnson-IV Tests of Achievement

Woodcock-Johnson-IV Tests of Oral Language

Question 9

Woodcock-Johnson-IV Tests of Cognitive Abilities

Answer 9

Measure of aptitude or IQ

comparable to WAIS, but has more subtests and you pick what to use

Question 10

Woodcock-Johnson-IV Tests of Achievement

VS

Woodcock-Johnson-IV Tests of Oral Language

Answer 10

Achievement focuses on written skills

Oral Language focuses on oral skills

Question 11

WJ Terminology: AE/GE and SS

Answer 11

AE/GE = Age equivalent/grade equivalent

With kids typically do grade

SS = standard score

Question 12

WJ: subtests or clusters more important?

Answer 12

Clusters!

Question 13

Wide Range Achievement Test (WRAT5) (2017)

Answer 13

Another achievement test

Pros: short

Cons: not comprehensive

Question 14

Focal Reading tests

Answer 14

Gray Oral Reading Test

Nelson Denny Reading Test

Comprehensive Test of Phonological Processing

Florida Nonsense passages (phonic based)

Question 15

Diagnosis of PSW for Dyslexia (personal strengths and weaknesses)

Answer 15

Dependent on convergent data from HOT

Key Sx: difficulties learning to read & spell generally apparent from beginning of formal literacy instructions

Virtually all with dyslexia have difficulty:
reading aloud and
learning phonics

Question 16

Virtually all with dyslexia have difficulty:

Answer 16

reading aloud and
learning phonics

Question 17

History for Dyslexia

Answer 17

1.. family history
2. school history
3. reading and language history

Question 18

Observations for Dylexia

Answer 18

Often report not liking reading or embarrassed or reluctant to read aloud

Pay attention to what is most difficult: More difficulty on timed tests than untimed test of word, nonword, and paragraph level reading (sensitive to dyslexia)

**Analysis of specific reading and spelling errors

Question 19

Error analysis for specific reading and spelling errors

Answer 19

Dysfluency (disruption or interruption of the ongoing flow of speech)

Errors on functional words (little words)

Visual Errors

Lexicalizations (the realization of a meaning in a single word or morpheme rather than in a grammatical construction)

Spelling errors

Reversal errors

Unusually quiet because of word finding problems

Question 20

Dysfluency

Answer 20

slow and halting in oral reading (especially with younger readers; old readers may have over learned vocabulary)

Question 21

Errors on functional words (little words)

Answer 21

misread “a”, “the”, and prepositions because working hard to decode and relying on context so miss the little words (can be puzzling to parents)

Question 22

Visual errors

Answer 22

Whole-word guesses based on visual similarity to target words (e.g., tired for tried). Using visual similarity rather than phonological coding

Question 23

Lexicalizations

Answer 23

Reading a nonword as a visually similar real word (e.g., clip for clup). Because weak phonetics skills, they use similarity in word recognition.

Question 24

Spelling errors

Answer 24

Dysphonetic errors, especially consonants added, omitted or substituted (e.g., exetive for executive)

Question 25

Reversal errors

Answer 25

but the occurrence in dyslexia is low and
those without dyslexia make reversal errors
also, so not diagnostic

But in age 9 and over reversals have diagnostic significance. Most commonly b and d confusion

Question 26

Heterotypic continuity – dyslexia

Answer 26

Early years manifests as differences in speech perception and babbling

Then vocabulary and syntax

Later phonemic awareness

Beginnings of Dyslexia occur very early, perhaps prenatally

But early signs do not have enough sensitivity and specificity to diagnose individuals prior to formal literacy instruction.

Tasks emphasizing speed become increasingly important diagnostically as literacy development progresses.

Question 27

Etiology of dyslexia

Answer 27

Dyslexia is the intersection of an evolved behavior (language) and a cultural invention (literacy)

Both genetic and environmental factors contribute to dyslexia

Question 28

Etiology: Environment and dyslexia

Answer 28

Training parents in home literacy activities promotes child vocabulary and early reading skills, but it is unknown if these gains are maintained beyond beginning stages of literacy

Question 29

Dyslexia and WAIS

Answer 29

Relative weakness on processing speed or verbal working memory (digit span)

VCI lower than PRI

Question 30

Dyslexia and Screening

Answer 30

Screen for emotional issues (often comorbid due to the struggles endured with dyslexia)

Assess for exclusionary conditions (e.g., sensory deficits)

Assess for comorbid conditions (e.g., ADHD, math)

Question 31

Treatment for dyslexia: early years

Answer 31

The earlier the better!–identification, prevention, and treatment

Early years:
1. One-on-one intervention or small groups

2. Intensive, explicit phoneme awareness instruction (*most important)–you can’t teach around it. May also include training in segmental language skills
3. Also, supported reading with increasingly difficult text, writing exercises, comprehension strategies

Explicit instruction is important because those with dyslexia may not pick up what normal readers can infer

Question 32

Treatment for dyslexia: elementary years

Answer 32

Later elementary, normally transitioning “from learning to read to reading to learn”

Question 33

Treatment for dyslexia: older years

Answer 33

Older people with dyslexia may need help with reading comprehension and study skills

Spelling problems appear less remediable than reading –> better to use compensatory devices such as spell-check

Understanding the difficulty having dyslexia is critical for parents, teachers –> otherwise labeled lazy or stupid & may believe it

*Helpful if parents provide success experiences in areas of strengths

Question 34

Outcome: Dyslexia

Answer 34

Generally, people with dyslexia CAN learn to read well, but learn more slow

Question 35

Accommodations: Dyslexia

Answer 35

Extra time on tests (time and a half)

Marking but not downgrading spelling errors (use spell check)

Excused from foreign language requirements

Oral exams for severe dyslexia

Question 36

Transitions: Dyslexia

Answer 36

Transitions from HS to college and college to employment should be planned and not taken for granted

Help build study skills and ease into college

LD increases risk for psychosocial difficulties
– low self esteem
– counseling can be important (especially for adults with LD)

Question 37

Memory systems

Answer 37

Multiple Memory Systems

Explicit (> Declarative memory, like semantic information and specific episodes)

Implicit (> Procedural memory, like learning skills and patterns)

Question 38

Infants and memory

Answer 38

Infants learn extremely quickly—but mainly implicit learning

Question 39

Memory as a cornerstone

Answer 39

Memory is the cornerstone of cognitive function

Memory is intertwined with all aspects of normal cognition

Attention and concentration are prerequisite to memory

Question 40

Measures of memory

Answer 40

Wechsler Memory Scale-IV

Rey Auditory Verbal Learning Test

California Verbal Learning Test

Selective Reminding Test

Rey Austerity Complex Figure Design

Benton Visual Retention Test

Test of Memory and Learning (TOMAL)

Etc. etc

Question 41

Memory problems

Answer 41

Anterograde amnesia
(unable to make new memories)

Retrograde amnesia
(unable to recall past memories)